Additional information
by Belva C. Collins (Author), Mark Wolery (Foreword by)
NEW EDITION COMING FALL 2021
To ensure the best outcomes for students with moderate and severe disabilities, K--12 educators need to understand what constitutes good instructional practices and how to apply them in any classroom, with any curriculum. All the how-to guidance they need is in this accessible text on systematic instruction, a highly effective teaching approach rooted in applied behavior analysis.
Developed by a seasoned educator who has trained thousands of teachers, this one-of-a-kind textbook fully prepares teachers to use systematic instruction procedures to link core content with critical life skills. Future educators will discover evidence-based methods that help them
- collect accurate screening and baseline data before instruction
- effectively use specific systematic instruction procedures
- make instruction more efficient by weaving nontargeted information into lessons
- improve students' communication skills through naturalistic language strategies
- expertly organize and deliver small-group systematic instruction
- enhance instruction with assistive technology
- plan successful instructional schedules for students across settings and teachers
- maximize instruction time by involving peers, paraprofessionals, and service delivery personnel
- help students maintain new skills and generalize them to other settings
An ideal textbook for a wide range of teacher preparation courses, this student-friendly book includes sample lesson plans, chapter objectives, reflection questions, and a glossary. And the practical materials--including 20 blank data collection sheets and quick step-by-step charts of instruction procedures--make this an invaluable resource for in-practice educators.
A comprehensive guide to the why and how of systematic instruction, this is the accessible text teachers need to succeed in inclusive classrooms and improve outcomes for students with moderate and severe disabilities.
Author Biography
Belva C. Collins, Ed.D., served as a professor and chair in the Department of Special Education and Child Development at the University of North Carolina at Charlotte and in the Department of Early Childhood, Special Education, and Counselor Education at the University of Kentucky. She now holds the title of Professor Emeritus at both institutions. Dr. Collins began her career as a teacher of students with intellectual disability in rural Southwestern Virginia before coming to the University of Kentucky to work as a research assistant on several federally funded grants to validate the use of response prompting strategies in special education. She continued this line of research throughout her career in higher education and was successful in guiding the applied research of her students in investigating variations of systematic instruction in classroom and community settings. This work provides the foundation for this text. In addition to disseminating her own scholarly writing, Dr. Collins served as the executive editor of Rural Special Education Quarterly, the primary publication of the American Council on Rural Special Education (ACRES). Recent awards include the ACRES Eagle Award for service to rural special education, the North Carolina Teacher Educator Award, and the TED-Pearson Award for excellence in teacher education. She now devotes her time to writing and presenting on the topics of systematic instruction and special education teacher leadership.
