About the Book
Why do students in Grades K-12 struggle with social and academic skills, and how can teachers help them develop the competence and confidence they need to succeed? Get practical answers in the new edition of this bestselling book, a staple of teacher training since 2001. It's structured like the popular previous editions: a detailed questionnaire pinpoints each student's individual strengths and needs, and an updated version of the highly effective Building Blocks model helps educators target 12 school success factors with proven strategies and guidelines they can use right away. Reliable, up-to-date research makes this a perfect preservice textbook, and the classroom-ready strategies are a lifeline for in-service teachers as they work toward better outcomes for struggling students.
HELP STUDENTS MASTER 12 BUILDING BLOCKS OF LEARNING:
- Self-Regulation
- Behavior
- Emotions
- Resilience
- Phonological
- Orthographic
- Memory
- Motor
- Automaticity/Efficiency
- Verbal
- Nonverbal
- Executive Functions
WHAT'S NEW: New in-depth information on today's most critical topics, including school climate, multi tiered systems of support (MTSS), positive behavior interventions and supports (PBIS), social emotional learning, and student--teacher interactions. You'll also get fresh contributions from experts on learning disabilities and behavior challenges, plus lists of helpful apps and other online resources.
About the Author:
Sam Goldstein, Ph.D., Neurology, Learning and Behavior Center, 230 South 500 East, Suite 100, Salt Lake City, Utah 84102
Dr. Goldstein is a board-certified forensic and clinical neuropsychologist, certified school psychologist, and member of the faculty at the University of Utah School of Medicine. He is Clinical Director of the Neurology, Learning and Behavior Center in Salt Lake City, Utah, and on staff at the University Neuropsychiatric Institute. Dr. Goldstein is an adjunct assistant professor in the Department of Psychiatry at the University of Utah School of Medicine. He is Editor-in-Chief of the Journal of Attention Disorders and sits on the editorial boards of six journals, including the Journal of Learning Disabilities. His publications include 47 professional and trade texts on subjects including genetics and developmental disorders, intelligence, executive functioning, autism, depression, classroom consultation, learning disability, and attention. He has coauthored six psychological and neuropsychological tests, including the Cognitive Assessment System, Second Edition (PRO-ED, 2014), the Autism Spectrum Rating Scales (Multi-Health Systems, 2009), and the Comprehensive Executive Functioning Inventory (Multi-Health Systems, 2012). Dr. Goldstein speaks internationally on a wide range of child development and forensic topics.
Dr. Katie Eklund is an Assistant Professor in the School Psychology Program at the University of Arizona. She received her doctorate in Counseling, Clinical, and School Psychology from the University of California, Santa Barbara. Dr. Eklund has worked in public education for 14 years as a school administrator, school psychologist, and school social worker, and is a Nationally Certified School Psychologist and licensed Psychologist. Dr. Eklund has authored a number of publications on childhood risk and resiliency factors, including early identification and intervention for behavioral and emotional concerns, school climate, and positive psychology. Her teaching interests include school-based academic and behavioral interventions, crisis response and intervention, as well as school-based consultation and problem solving skills.
Nancy Mather, Ph.D., University of Arizona, College of Education, Department of Disability and Psychoeducational Studies, Education Building 409, Tucson, Arizona 85721
Dr. Mather is a professor at the University of Arizona in the Department of Disability and Psychoeducational Studies. She specializes in the areas of reading, writing, and learning disabilities. She has conducted numerous workshops and presentations both nationally and internationally on assessment, instruction, and issues that affect service delivery for individuals with learning disabilities. She has written many books and articles on topics and issues in the field. Dr. Mather is a coauthor, along with Dr. Fredrick A. Schrank and Dr. Kevin S. McGrew, of the Woodcock-Johnson IV Tests of Cognitive Abilities (WJ IV; Riverside, 2014). Dr. Mather has also coauthored two books on interpretation and application of the WJ IV:
Woodcock-Johnson IV: Recommendations, Reports, and Strategies with Dr. Lynne E Jaffe (Wiley, in press) and
Essentials of WJ IV Tests of Achievement Assessment with Barbara J. Wendling (Wiley, in press). In addition, she has coauthored
Essentials of Dyslexia: Assessment and Intervention with Barbara J. Wendling (Wiley, 2012).
