Table Of Content5-7 What Families of Students with Learning Disabilities
APPLY THE CONCEPTS Want from Professionals 147
5-8 Family Involvement in the Special Education
Process 150
1-1 Adopting an RTI Model to Identify Students
with Learning Disabilities 9 6-1 General Principles for Teaching Language 163
1-2 Guiding Principles for the Transition Planning 6-2 Promoting Language Through Conversations 165
Process 16 6-3 Effective Teaching Strategies for Language
1-3 Scaffolding Instruction 25 Intervention 166
1-4 Questions for Evaluating the Instructional Process 27 7-1 Phonological Skills and Example Activities 193
1-5 Designing Instruction for English-Language Learners 7-2 Strategies for Decoding Unknown Words 206
(ELLs) with Learning Disabilities 28 7-3 Which Prefixes, Suffixes, and Inflectional Endings
2-1 Classroom Reinforcers: Intrinsic (Internal) to Extrinsic Should You Teach? 208
(Concrete, Tangible) 34 7-4 Text Types and How They Facilitate Learning
2-2 33 Ways to Say “Very Good” 35 to Read 212
2-3 Guidelines for Implementing Time-Out 39 7-5 Suggested Activities for Word Bank Cards 224
2-4 Generalization Strategies 41 8-1 Published Fluency Assessments 235
2-5 Guidelines for Assessing Strategy Effectiveness 45 8-2 Using Fluency Data 236
2-6 Application of Cognitive Strategy Instruction: The 8-3 Guidelines for Implementing Previewing
Learning Strategies Curriculum 46 for Promoting Fluency 238
2-7 Comprehension Monitoring 52 8-4 Using Tapes and E-Books for Repeated Reading 240
3-1 Using Progress Monitoring in the Classroom 61 8-5 Thinking About Reading Comprehension 249
3-2 How Team Members Facilitate RTI 65 8-6 Understanding Reading Comprehension with Students
Who Are English Language Learners 252
3-3 What RTI Can and Cannot Do 66
8-7 Strategies for Promoting Reading Comprehension
3-4 Identifying Why Students May Not Respond
for Students Who Are Culturally Diverse and/or
to Instruction 66
English Language Learners 254
3-5 Determining Whether Interventions Are Needed 67
9-1 Knowledge of Writing Strategies 286
3-6 Using RTI Approaches with English-Language
9-2 Questions to Consider in Monitoring Student
Learners 68
Progress 290
3-7 Steps in Conducting Progress Monitoring 71
9-3 A Friend Helps with Topic Selection 292
3-8 How to Provide Appropriate Feedback 73
9-4 Sample Brainstorm Sheet 293
3-9 Guidelines for Implementing Effective Tier 2
9-5 The Big Picture 294
Interventions 74
9-6 Ways for Teachers and Peers to Respond
3-10 Using Intensive Interventions 75
to Writing 297
4-1 Guidelines for Including Students with Special Needs
9-7 Sample Student Writing 299
in Cooperative Learning Activities 82
9-8 Conferencing with the Author of “My Best Football
4-2 Does Inclusion Improve the Social and Emotional
Game” 300
Functioning of Students with Learning
Disabilities? 105 9-9 Conferencing: Following the Lead of the Student 300
4-3 Preventing Bullying and Teasing of Individuals 9-10 Providing Instructional Feedback to Facilitate Spelling
with Disabilities 107 Correctly 301
4-4 How Teachers Can Promote Students’ 9-11 Considerations for Students Who Are Culturally
Self-Regulation 109 and Linguistically Diverse 302
4-5 What Are Some of the Suicide Warning Signs? 111 9-12 Ten Pointers for Teaching Writing to Students
with Special Learning Needs 303
4-6 Activity Sheet for FAST 114
9-13 Peer Tutoring and Spelling 306
4-7 ASSET—A Social Skills Program for Adolescents 115
9-14 Obtaining a Handwriting Fluency Sample 312
5-1 Adaptations General Education Teachers
Are Willing to Make 126 10-1 Word Learning and Instruction 323
5-2 Benefits and Misuses of Consultation 10-2 Process for Teaching Concepts 329
and Collaboration 129 10-3 Steps in Using an Advance Organizer 335
5-3 Coteaching Perceptions 132 10-4 Guidelines for Adapting Content Area Textbooks 342
5-4 Guidelines for Effective Coteaching 135 10-5 Cues to Listen and Watch for in Lectures 344
5-5 Working with Paraprofessionals 139 10-6 Tips for Giving Assignments 345
5-6 Facilitating Effective Communication with Professionals 10-7 Testing Accommodations 346
and Families 143 10-8 Using Portfolios to Monitor Student Progress 346
10-9 Note-Taking Inventory 352 K-W-L 256
10-10 General Teaching Principles for Increasing Students’ ReQuest or Reciprocal Questioning 257
Memory of Information 355 Question–Answer Relationships Strategy 258
10-11 Tips for Answering Objective Questions 359 Self-Questioning Strategies 260
11-1 NCTM Standards 2000 371 Questioning the Author 261
11-2 Instructional Practices for Mathematics 374 Story Mapping 264
11-3 Strategies for Teaching Addition Facts 388 Paraphrasing Strategy 265
11-4 Errors in Computation 389 Summarization Strategy 266
11-5 Sequence for Teaching Fractional Concepts 390 Reciprocal Teaching 268
11-6 Time: Scope and Sequence of Skills 392 Collaborative Strategic Reading 269
11-7 Money: Scope and Sequence of Skills 393 Directed Reading Activity (DRA) 272
11-8 Steps for Teaching Students to Solve Story DR–TA 273
Problems 395
Literature-Based Reading 274
11-9 Teaching Adolescents to Solve Story Problems 396
Advance Organizers 334
11-10 Ways to Improve Math Performance 399
Concept Diagrams and Comparison Tables 335
11-11 Mathematical Concepts for the Everyday World 400
Semantic Feature Analysis and Relationship Charts 337
11-12 Content for Teaching Functional Math 401
Semantic Maps 339
11-13 Sources of Curricula and Materials 402
Multipass 353
EVIDENCE-BASED PRACTICE
TECH TIPS
FAST and SLAM 113
IEP Software Programs 13
ASSET: A Social Skills Program for Adolescents 113
Assistive Technologies for Students with Developmental
Circle of Friends 115
Disabilities 32
Teacher Assistance Team (TAT) 131
Using Technology to Implement RTI 62
Linguistic Approach—Onset-Rime and Word Families 214
Using Computers to Promote Social Acceptance 85
Reading Mastery and Corrective Reading 215
Helpful Resources for Parents of Children with Special
Phonemic Remedial Reading Lessons 217
Needs 148
Teaching Phonic Generalizations 219
Using Software to Improve Oral Language Skills 167
Multisensory Structured Language Instruction 221
Using Technology to Build Phonological Awareness
Word Study 221 and Word Recognition 196
Modified Language Experience Approach 222 Using Technology to Help Struggling Readers 253
Fernald Method (VAKT) 225 Written Expression 298
Sight Word Association Procedure 226 Using Technology to Support Learning in Content Areas 343
Picture Association Technique 227 Technology that Helps Students Solve Math Problems 395
Sentence–Word Association Technique 228
Repeated Reading 239
SPOTLIGHT ON DIVERSITY
Choral Repeated Reading 239
Peer-Supported Reading 241
Scaffolded Sustained Silent Reading 242 Considerations for Families Who Are Culturally and
Reading Performance 242 Linguistically Diverse 149
Instructing English Language Learners Who Are at Risk
Brainstorming 254
for Reading Problems 246
PreReading Plan 255 Guidelines for Teaching Writing to Students Who Are English
Text Preview 256 Language Learners 295
Eighth
Edition
Strategies for Teaching
Students with Learning
and Behavior Problems
Sharon Vaughn
University of Texas–Austin
Candace S. Bos
Late of University of Texas–Austin
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Library of Congress Cataloging-in-Publication Data
Vaughn, Sharon
Strategies for teaching students with learning and behavior problems
/Sharon Vaughn, Candace S. Bos.—8th ed.
p. cm.
Sharon Vaughn listed as first author on earlier eds.
ISBN-13: 978-0-13-703467-3
ISBN-10: 0-13-703467-9
1. Learning disabled children—Education—United States. 2. Problem
children—Education—United States. 3. Remedial teaching—United
States. I. Bos, Candace S., 1950- II. Title.
LC4705.B67 2006 (Prev. ed.)
371.9—dc22
2010048787
10 9 8 7 6 5 4 3 2 1
ISBN-10: 0-13-703467-9
ISBN-13: 978-0-13-703467-3
To Jane Vaughn and Lucy Vaughn who
practiced progress monitoring by asking
me regularly how far I was and whether
I would finish the book on time.
This page intentionally left blank
ABOUT THE AUTHOR
SHARON VAUGHN(Ph.D., University of Arizona) holds the H. E. Hartfelder/
Southland Corporation Regents Chair in Human Development and is the
Executive Director of the Meadows Center for Preventing Educational Risk
at the Univeristy of Texas. She is a recipient ofthe AERA Special Education
SIG distinguished researcher award. She was the editor-in-chief of the
Journal of Learning Disabilities and the coeditor of Learning Disabilities
Research and Practice. Dr. Vaughn is the author of numerous books and
research articles that address the reading and social outcomes of students
with learning difficulties including Teaching Students Who Are Excep-
tional, Diverse, and At Risk in the General Education Classroom, with
Jeanne Schumm and Candace Bos (4th ed., Allyn & Bacon). Currently she
is the principal or coprincipal investigator on several Institute for Educa-
tion Science, National Institute for ChildHealth and Human Development,
and Office of Special Education Programs research grants investigating ef-
fective interventions for students with learning disabilities and behavior
problems as well as students who are English language learners.
v
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PREFACE
While traveling by car on a typical Arizona scorcher be- ● Evidence-Based Practice is called out throughout
tween Phoenix and Tucson after attending a state Associ- chapters with classroom applications.
ation for Children and Adults with Learning Disabilities ● Thirty-three new Apply the Concept features
meeting, we were discussing the content and assignments throughout chapters provide guidelines and sugges-
for the methods courses we taught at our respective uni- tions to better prepare you to organize classroom
versities. The conversation inevitably drifted to what we instruction.
would like to do better. Because both of us were respon- ● Web Resources margin notes at points of interest
sible for preparing teachers and potential teachers to throughout chapters encourage further exploration
work effectively with students who have learning and be- of chapter topics.
havior problems, we spent a considerable amount of time
discussing the content of our classes. We concluded that
we would like the class and the textbook for the class to Additional Chapter Changes
provide adequate background in procedures for teaching
CHAPTER 1: Planning and Teaching for Understanding
skill and content areas such as reading, math, oral and
written expression, and social and study skills. We also ● Introduction rewritten to reflect current views on
would like our students to understand which methods are instructional models of learning disabilities
most effective with what types of students and why. ● The questions that educators should consider when
The first edition of this book was the result of that ini- determining the appropriate inclusion model were
tial lengthy discussion, which focused on the ideal con- added with commentary on how to resolve these
tent that would prepare teachers to meet the needs of questions
elementary and secondary students with learning and be- ● Prevalence and incidence data updated
havior problems. Each new edition continues to present ● Rationale for the importance of inclusion is provided
fresh ideas and information, always while keeping sight ● Progress monitoring and assessment significantly
of our original purpose. revised and updated
● Instructional adaptations revised and updated
New to This Edition CHAPTER 2:Approaches to Learning and Teaching
● Applied behavior analysis changed with an emphasis
Streamlined to better fit into a single semester, the eighth
on classroom examples
edition contains more applied teaching strategies than
● Tables and figures were significantly revised to pro-
ever before, thoroughly revised chapters on teaching and
vide an even clearer linkage to classroom applications
assessing math as well as response to intervention (RTI),
● This chapter was edited extensively to ensure clar-
and an increased integration and emphasis on the topics
ity and brevity
of coteaching and working with paraprofessionals and
technology.
CHAPTER 3: Response to Intervention
● Chapter 3, Response to Intervention, is com-
● Entirely New!
pletely reconsidered, restructured, and revised.
● Chapter 11, Assessing and Teaching Mathematics,
CHAPTER 4:Promoting Social Acceptance
is completely reconsidered and revised with a dual
and Managing Behavior
focus on concrete classroom application and the needs
of secondary students. ● Information on cooperative learning considerably
● All new Tech Tips in every chapter highlight soft- revised and updated
ware and other technologies that assist with instruc- ● Classroom-based examples of instructional practices
tion and student learning. provided
vii
