Intervention Strategies
Abstract
?7??77??????7???????77?? ? ? ? ? ? ????? ????? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ??7 ? ? ? ? ? ? ? ANSWERS TO QUESTIONS? Kristen Davis, MC, CCClSp#p4tfl!? ? Thosewhoask, learn!Req uest i n gi nforma t i onthroughquestionformsisapowerfullinguistic device forlearning about the world. *250cardsthatpresent “answers” *Studentsmustaskquestions using the proper“why form: Concepts of time (when) Location (where) Objects (what) Humans (who) Need to know (why) *Buildswordandconceptretrieval, vocabulary, auditory discrimination and comprehension, shortand long-term memory, correct syntax, and abilityto abstract *Age6 and above-individualsand small groups *Agreat instructional game format ? ? ? ? ? ?????????? ? ? ? ? ? ? ? ? ? ? ?????? ? ? ??7????????7?7??????7??? To order, see pages 447-448. ----------------------------------------------- Ten group sessions that successfullydecrease acting out and distractibility Teachers, counselors, parents andothereducatorsmust fre-quentlydeal with two commonbehavior problems exhibitedby emotionallyhandicapped(EH) andlearning disabled (LD)children: (1) acting out and (2) distractibility (Bryan and Bryan1977;LevitonandKiraly1979;McCarthyandMcCarthy 1970). Thesebehaviors tendtomake EHandLD youngstersdifficult to manage and to contribute to poor performance inschool.In turn, continuous academic failure experiences maycompoundtheproblemandincreasetheactingoutandd i strac ti bi I i ty. Recently, twoteachers(one ofEHchildren, oneofLDchildren) and theirschool counselorasked usto developaninterventionstrategy to assist these two populations in behav-ing