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Evidence-Based Interventions for Students with Learning and Behavioral Challenges
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Table of Contents

Part I: Introduction. Morris, Mather, Introduction and Historical Perspectives. Braden, Shernoff, Why the Need for Evidence-Based Interventions? Part II: Students Having Behavioral Challenges. DuPaul, Rutherford, Hosterman, Attention-Deficit Hyperactivity Disorder. Liaupsin, Scott, Disruptive Behavior. Schoenfield, Morris, Childhood Fears and Related Anxieties. Reinemann, Schnoebelen, Depression and Related Difficulties. Part III: Students Having Learning Challenges. Fahey, Oral Language Problems. Mather, Urso, Teaching Younger Readers with Reading Difficulties. Wexler, Edmonds, Vaughn, Teaching Older Readers with Reading Difficulties. Berninger, Written Language During Early and Middle Childhood. Montague, van Garderen Mathematics Instruction. Dehn, Cognitive Processing Difficulties. Gildroy, Deshler, Strategies for Classroom Instruction. Gregg, Lindstrom, Accommodation of Instructional Testing Situations. Part IV: Issues Related to Teaching Students Having Learning and Behavioral Challenges. Ortiz, Issues Unique to English Language Learners. Pfeiffer, Blei, Serving Gifted Students with Learning and Behavioral Challenges. Kauffman, Mock, Tankersley, Landrum, Service Delivery Models. Part V: Commentary on Teaching Students Having Learning and Behavioral Challenges. Brooks, Goldstein, Perspective and Commentary: The Power of Mindsets, Creating Classrooms that Nurture Resilience.

About the Author

Richard J. Morris is the Meyerson Distinguished Professor of Disability and Rehabilitation and Professor and Director of the School Psychology Program in the Department of Special Education, Rehabilitation, and School Psychology at The University of Arizona. He has authored or edited 11 books and more than 100 journal articles and book chapters in the areas of special education and rehabilitation, child psychotherapy and child behavior disorders, and behavior modification. Nancy Mather is Professor of Special Education in the Department of Special Education, Rehabilitation, and School Psychology at The University of Arizona. She specializes in the areas of assessment, reading, writing, and learning disabilities. She is a co-author of The Woodcock-Johnson III achievement test and has co-authored two books on interpretation and application of the WJ III. She has recently co-authored two books: one on intervention and management strategies for classroom teachers and another that deals with report writing.

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