| 000 | 02513nam a2200337Ia 4500 | ||
|---|---|---|---|
| 005 | 20260803094045.0 | ||
| 008 | 251212s2010 xx 000 0 und d | ||
| 245 | 1 |
_aAddressing the unproductive classroom behaviours of students with special needs / _cSteve Chinn. |
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| 100 | _aChinn, Steve | ||
| 260 |
_aLondon ; Philadelphia : _bJessica Kingsley Publishers, _c2010. |
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| 300 |
_a142 p.: _bill. |
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| 300 | _c28 cm. | ||
| 500 | _aIncludes bibliographic references and index | ||
| 020 | _a978-1-84905-050-0 | ||
| 650 | _aBehavior disorders in children | ||
| 650 |
_aLearning disabled children _xEducation |
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| 050 | _a371.904 C44 | ||
| 943 |
_b0 _c0 _d0 _e1 _f0 _g2 _h0 _i0 _j0 |
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| 944 |
_b1 _c1 _d0 |
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| 953 | _pHED2492 | ||
| 546 | _aEnglish | ||
| 953 | _cCollLib | ||
| 505 | _aClassroom behaviours and the affective domain -- The characteristics of the special needs identified as most prevalent -- The classroom behaviours list (CBL) -- The CBL profiles for each special need -- Other disorders and rare disorders -- Eliminate the obvious -- Using the classroom behaviours list (CBL) -- Common behaviours across the special needs -- Strategies from teachers for the main ares of concern in classroom behaviours as identified by the CBL -- The benefits of different interventions -- The pupils` own views -- Social skills, social competence and special needs -- Multiple intelligences -- Self-esteem and self-concept -- Transactional analysis -- Attributional style -- Summing up. | ||
| 520 | _a"The book contains simple-to-use and comprehensive screeners for initial identification of a pupil`s learning disability, a practical structure for monitoring classroom behaviours, and tried-and-tested strategies for addressing common areas of concern, including problems staying on task, inability to work on group tasks and failure to seek help when needed. The author explores the benefits of a range of different interventions, and offers practical solutions for improving pupils` behaviours, social skills and self-esteem. Key educational theories which will help teachers understand some of the influences that contribute to classroom behaviours are outlined, and the author also offers advice on how to develop the classroom management skills needed to address the behaviours of special needs pupils."--Cover | ||
| 591 | _a0 | ||
| 336 | _aText | ||
| 337 | _aUnmediated | ||
| 338 | _aVolume | ||
| 942 |
_2lcc _cBK _arizal _b2015-04-07 23:18:18 _drizal _e2015-04-07 23:18:18 |
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| 998 | _a3341 | ||
| 999 |
_c3328 _d3328 |
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