Promoting social skills in the inclusive classroom PDF
Preview Promoting social skills in the inclusive classroom
ebook THE GUILFORD PRESS Promoting Social Skills in the Inclusive Classroom What Works for special-Needs learNers Karen R. Harris and Steve Graham, Editors www.guilford.com/WWFSNL This series addresses a significant need in the education of students who are at risk, those with disabilities, and all children and adolescents who struggle with learning or behavior. While researchers in special education, educational psychology, curriculum and instruction, and other fields have made great progress in understanding what works for struggling learners, the practical application of this research base remains quite limited. Books in the series present assessment, instructional, and classroom management methods that have strong empirical evidence. Written in a user-friendly format, each volume provides specific how-to instructions and examples of the use of proven procedures in schools. Coverage is sufficiently thorough and detailed to enable practitioners to implement the practices described; many titles include reproducible practical tools. Recent titles have Web pages where purchasers can download and print the reproducible materials. ReCent VolumeS Managing Challenging Behaviors in School: Research-Based Strategies That Work Kathleen Lynne Lane, Holly Mariah Menzies, Allison L. Bruhn, and Mary Crnobori Explicit Instruction: Effective and Efficient Teaching Anita L. Archer and Charles A. Hughes Teacher’s Guide to ADHD Robert Reid and Joseph Johnson Vocabulary Instruction for Struggling Students Patricia F. Vadasy and J. Ron Nelson Preparing Effective Special Education Teachers Nancy Mamlin RTI for Reading at the Secondary Level: Recommended Literacy Practices and Remaining Questions Deborah K. Reed, Jade Wexler, and Sharon Vaughn Inclusive Instruction: Evidence-Based Practices for Teaching Students with Disabilities Mary T. Brownell, Sean J. Smith, Jean B. Crockett, and Cynthia C. Griffin Universal Design for Learning in the Classroom: Practical Applications Tracey E. Hall, Anne Meyer, and David H. Rose, Editors Teacher’s Guide to Effective Sentence Writing Bruce Saddler Strategy Instruction for Students with Learning Disabilities, Second Edition Robert Reid, Torri Ortiz Lienemann, and Jessica L. Hagaman Promoting Social Skills in the Inclusive Classroom Kimber L. Wilkerson, Aaron B. T. Perzigian, and Jill K. Schurr Promoting Social Skills in the Inclusive Classroom Kimber l. Wilkerson Aaron B. t. Perzigian Jill K. Schurr tHe GuIlFoRD PReSS new York london © 2014 The Guilford Press A Division of Guilford Publications, Inc. 72 Spring Street, New York, NY 10012 www.guilford.com All rights reserved Except as indicated no part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the publisher. Printed in the United States of America This book is printed on acid-free paper. Last digit is print number: 9 8 7 6 5 4 3 2 1 LIMITED PHOTOCOPY LICENSE These materials are intended for use only by qualified professionals. The publisher grants to individual purchasers of this book nonassignable permission to reproduce all materials for which photocopying permission is specifically granted in a footnote. This license is limited to you, the individual purchaser, for personal use or use with individual students. This license does not grant the right to reproduce these materials for resale, redistribution, electronic display, or any other purposes (including but not limited to books, pamphlets, articles, video- or audiotapes, blogs, file-sharing sites, Internet or intranet sites, and handouts or slides for lectures, workshops, or webinars, whether or not a fee is charged). Permission to reproduce these materials for these and any other purposes must be obtained in writing from the Permissions Department of Guilford Publications. Library of Congress Cataloging-in-Publication Data Wilkerson, Kimber L. Promoting social skills in the inclusive classroom / Kimber L. Wilkerson, Aaron B. T. Perzigian, Jill K. Schurr. pages cm. — (What works for special-needs learners) Includes bibliographical references and index. ISBN 978-1-4625-1148-8 (pbk.) — ISBN 978-1-4625-1171-6 (hardcover) 1. Inclusive education—Social aspects—United States. 2. Social skills—Study and teaching (Elementary)—United States. I. Perzigian, Aaron B. T. II. Schurr, Jill K. III. Title. LC1201.W55 2014 371.9′0460973—dc23 2013021678 To Chloe and Evan, who help me grow and inspire me —K. L. W. To my wife, Katie, and my son and daughter, Holden and Harper, for bringing out the best in me— and of course to K. L. W., for her guidance and continuous support through the maze that is graduate school —A. B. T. P. To Maggie, Brooke, and Grace, my sweet and sassy girls, for giving me smiles whenever they were needed, and to my husband, Billy, and my mom, Judy, for taking care of us all; no writing would get done without you —J. K. S. About the Authors Kimber L. Wilkerson, PhD, is Professor of Special Education and Chair of the Depart- ment of Rehabilitation Psychology and Special Education at the University of Wisconsin– Madison. Before earning her doctorate, Dr. Wilkerson was a special educator in a day treat- ment program for students with emotional and behavioral disorders and cotaught in an inclusive elementary school program. She has published and presented on topics such as providing instruction to students in alternative settings and combining academic with social skills instruction—particularly in the area of reading. She also has experience pro- viding both inservice and preservice instruction to increase the capacity of teachers to meet the academic and social skills needs of students with learning and behavioral disorders. Aaron B. T. Perzigian, MS, is a full-time graduate student pursuing his doctorate in the Department of Rehabilitation Psychology and Special Education at the University of Wisconsin– Madison. Mr. Perzigian is licensed to teach middle and high school English. Prior to graduate school, he worked as an English teacher and cross-categorical special edu- cator in a residential treatment setting. His research interests include alternative education, dropout prevention, and social competence development for children and adolescents with disabilities. Jill K. Schurr, PhD, is Professor of Psychology at Austin College in Sherman, Texas. Dr. Schurr has developed partnerships with local schools and psychological clinics to pro- mote the increased implementation of positive behavioral interventions and supports (PBIS) programs and availability of applied behavior analysis services in the community. Before earning her doctorate, she was a middle school teacher at an alternative school and worked as a research assistant on the Multimodal Treatment of ADHD study sponsored by the National Institute of Mental Health, providing interventions for children with attention- deficit/hyperactivity disorder. Dr. Schurr has published and presented on topics such as academic learning time, using a PBIS model to improve outcomes for students with emo- tional and behavioral disorders, and professional development to increase teachers’ use of behavior strategies in the classroom. vii Acknowledgments W e would first like to thank Karen R. Harris, Mary Emily Warner Professor in the Mary Lou Fulton Teachers College at Arizona State University and coeditor of the What Works for Special-Needs Learners series, for her encouragement and support in bring- ing this volume to fruition. Karen’s thoughtfulness, high standards, and keen intellect leave a mark on all her projects and the people who are lucky enough to be involved with them. We would also like to thank Rochelle Serwator, Senior Editor at The Guilford Press, for her patience, flexibility, helpful suggestions, and skillful shepherding. Mary Beth Anderson, Editorial Assistant at Guilford, also deserves thanks for her compe- tence, clarity, and thorough attention in helping transform the manuscript into a book. Catherine R. Lark deserves special thanks for her assistance with Chapter 3. Cath- erine’s hard work researching programs and finding sources that were not always easy to track down allowed us to make sure we had all of the information we needed to accurately evaluate each program. Additionally, we appreciate Catherine’s patience and diligence in summarizing the program descriptions. It took several iterations to find the structure that would work for all the different schoolwide programs, and Catherine responded to each revision request with her usual “No problem!” and a smile. Jennifer L. Schroeder also deserves special thanks for her assistance with Chapter 6. When it became apparent that the information originally outlined for one chapter should be expanded across two, Jennifer stepped in with her usual efficiency. Her input on and examples of individual assessment strategies were invaluable. We would also like to thank Ms. Kari Steck for graciously sharing her lesson plans to incorporate into the book. Ms. Steck is one example of the bright, energetic teachers who remind us that the teaching profession attracts impressive talent. Finally, we want to acknowledge the many students and teachers we have worked with over the years who continue to motivate our interest in improving the social lives of students in inclusive classrooms. viii
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