Handbook of Educational Psychology and Students with Special Needs

Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
Acknowledgments
Chapter 1. Introduction
	Introduction
	Students at Academic Risk—The Starting Point for This Handbook
	Special Needs in Educational Psychology—A Quiet Space Requiring More Voices
	Educational Psychology Informing Our Knowledge of Students with Special Needs
	Students with Special Needs Informing Our Knowledge of Educational Psychology
	“Satellite” Theories in Educational Psychology
	Intersections of Diverse Expertise
	Operationalizing Special Needs for the Handbook
	Handbook Structure: A 360º Approach
	Our Audience
	Conclusion
	References
Part I: Students with Special Needs and Educational Psychology
	Chapter 2. Specific Learning Disabilities as a Working Memory Deficit: A Model Revisited
		Definition of Terms
		Research on Working Memory
		Phonological Loop
		Visual-Spatial Sketch Pad
		Storage versus Capacity
		Summary
		Note
		References
	Chapter 3. Identifying and Supporting Students with Affective Disorders in Schools: Academic Anxieties and Emotional Information Processing
		Characteristics of Emotional Disturbance
		Factors Interfering with the Identification of Students with Emotional Disturbance
		The Use of Universal Screning to Support the Identification of Students with Emotional Disturbance
		Benefits of Universal Screning Methods
		Educational Psychology Perspectives on Emotional Disturbances
		Emotional Information Procesing Framework and Affective Disorders in Schools
		Variations in Emotional Difficulties in Schools
		Assisting Students with Academic Anxiety and Related Emotional Difficulties
		Future Research
		Conclusion
		References
	Chapter 4. The Importance of Self-determination and Inclusion for Students with Intellectual Disability: What We Know and What We Still Need to Discover
		Intellectual Disability: Definitions, Identification, Prevalence, Effects
		Introduction to Self-Determination as Relevant to Students with Intellectual Disability
		Self-Determination Theory
		Utilizing Self-Determination Theory in the Development of Self-Determination Skills: What Research Tells Us
		Student Involvement in Individualized Education Programs (ieps)
		Where to Next? Implications for Research and Practice
		Conclusion
		Acknowledgements
		References
	Chapter 5. The Roles of Executive Functions in Learning and Achievement
		Executive Function Disorders: Symptomology and Etiology
		Executive Functions and Learning and Achievement
		Interventions Targeting Executive Functions: Current Findings
		Measurement Issues in the Study of Executive Function and Executive Function Disorders
		Theoretical Issues in the Study of Executive Function and Executive Function Disorders
		Implications for Practitioners
		Directions for Future Research
		References
	Chapter 6. Language Impairments: Challenges and Opportunities for Meeting Children’s Needs and Insights from Psycho-Educational Theory and Research
		Introduction: Challenges for Meeting Children’s Needs
		Language Development
		Conclusion
		References
	Chapter 7. Understanding the Development and Instruction of Reading for English Learners with Learning Disabilities
		Defining Learning Disabilities
		Statement of Purpose
		The Reading Systems Framework
		Core Cognitive Proceses Associated with Reading Disabilities and the Underlying Common Cognitive Proceses Hypothesis
		The Simple View of Reading
		Implications of Theory for Practice
		The Effects of Instruction on Phonological Awarenes and Phonics Outcomes
		The Effects of Instruction on Reading Fluency Outcomes
		Effects of Instruction on Reading Comprehension Outcomes
		Effects of Instruction on Listening Comprehension Outcomes
		Effects of Instruction on Vocabulary Outcomes
		Responsive Interventions
		Recent Research
		Summary
		Effective Practices for ELs with Reading Difficulties
		Conclusion
		Notes
		References
	Chapter 8. Developmental Disability
		Introduction
		Learning and Behavioral Characteristics
		Theoretical Models and Their Educational Implications
		Future Directions
		Summary and Conclusion
		References
	Chapter 9. Child Maltreatment: Pathways to Educational Achievement through Self-Regulation and Self-Regulated Learning
		Defining Maltreatment
		Maltreatment and Disability
		Maltreatment and Academic Outcomes
		Self-Regulation
		Bottom–up Proceses: Stres, Emotion, and Attention
		Top–Down Proceses: Effortful Control, Executive Functions, and Maltreatment
		Conceptual Framework
		Self-Regulated Learning
		Maltreatment and the Forethought and Planing Phase
		Maltreatment and the Performance and Monitoring Phase
		Maltreatment and the Reaction and Reflection on Performance Phase
		Implications for Practice
		Self-Regulated Learning Interventions
		Teacher Preparation
		Future Directions
		Conclusion
		Notes
		References
	Chapter 10. Behavioral Disorder: Theory, Research, and Practice
		Theories of Behavioral Disorder
		Theory of Mind and Behavioral Disorder
		EBD and Students’ Behavioral and Academic Performance
		Identification, Assesment, and Evaluation of Students with EBD
		Conclusion
		References
Part II: Perspectives from Major Educational Psychology Theories
	Chapter 11. Social Cognitive Theory, Self-Efficacy, and Students with Disabilities: Implications for Students with Learning Disabilities, Reading Disabilities, and Attention-Deficit/Hyperactivity Disorder
		Conceptual Framework of SCT and Self-Efficacy
		Self-Efficacy Research among Students with Disabilities
		Implications of Theory and Research for Educational Practice
		Future Research Directions
		Conclusion
		References
	Chapter 12. Self-Determination and Autonomous Motivation: Implications for Students with Intellectual, Developmental, and Specific Learning Disabilities
		Brief Overview of Intellectual, Developmental, and Specific Learning Disabilities
		Theories in Self-Determination
		Research
		Implications for Practitioners
		Future Directions
		Conclusion
		References
	Chapter 13. Using Self-Regulated Learning to Support Students with Learning Disabilities in Classrooms
		Introduction
		What Is Self-Regulated Learning?
		What Is a Learning Disability?
		How Can We Use SRL to Support Students with Learning Disabilities?
		Implications for Practice
		Future Directions for Research
		Conclusion
		Note
		References
	Chapter 14. Goal Concepts for Understanding and Improving the Performance of Students with Learning Disabilities
		Learning Disability (LD)
		Goal-Setting
		Achievement Goals
		Future Research into Goal Setting and Achievement Goals
		Conclusion
		References
	Chapter 15. Using Cognitive Load Theory to Improve Text Comprehension for Students with Dyslexia
		Introduction: Cognitive Load Theory and Dyslexia
		Theory
		CLT Effects Can Increase Learning for Students with Reduced Cognitive Resources
		Specific CLT Effects that Can Increase Comprehension for Students with Dyslexia
		Hypotheses Generated by CLT: What Should and What Should Not Work
		Research: Previous Results for Improving Reading and Comprehension for Students with Dyslexia
		Implications for Practitioners
		Future Directions
		Conclusion
		Acknowledgments
		References
	Chapter 16. Self-worth Theory and Students with Attention-Deficit/Hyperactivity Disorder
		Self-Worth Theory
		Other Theories Implicated in Self-Worth Theory
		Summary of Self-worth Theory and Cognate Theories
		Attention-Deficit/Hyperactivity Disorder (ADHD)
		ADHD and Self-Worth Theory
		An Empirical Snapshot of ADHD and Key Factors under Self-Worth Theory
		Implications for Practice
		Future Directions
		Conclusion
		Note
		References
	Chapter 17. The Relevance of Expectancy-Value Theory to Understanding the Motivation and Achievement of Students with Cognitive and Emotional Special Needs: Focus on Depression and Anxiety
		Overview of Eccles and Colleagues’ SEVT
		Relations of Children’s Expectancies and Values to Performance and Choice
		What Are Depresion and Anxiety?
		Impact of Parent Socialization Practices and Beliefs on Children’s Expectancies, Values, Anxiety, and Depresion
		Experiences in School and Children’s Developing Expectancies, Values, Anxiety, and Depresion
		Implications for Educational Practice
		Future Directions
		Conclusion
		References
	Chapter 18. Control-Value Theory and Students with Special Needs: Achievement Emotion Disorders and Their Links to Behavioral Disorders and Academic Difficulties
		Achievement Emotions and Related Disorders
		Appraisal Antecedents and Appraisal Bias
		The Influence of Gender and Social Environments
		Effects on Learning, Achievement, and Behavioral Disorders
		Reciprocal Causation, Emotion Regulation, and Intervention
		Intervention and Educational Practices
		Directions for Future Research
		Conclusion
		References
Part III: Special Needs and Constructs Relevant to Psycho-Educational Development
	Chapter 19. Improving Learning in Students with Mathematics Difficulties: Contributions from the Science of Learning
		Conceptual Framework
		General Learning Principles
		Conclusions
		Note
		References
	Chapter 20. Writing and Students with Learning Disabilities
		Theory, Writing, and LD
		Hayes and Flower Model
		Knowledge Telling Model
		The Revised Hayes and Flower Model
		Not-so-Simple Model of Writing
		Writers-within-Community Model
		Writing Research with Students with LD
		Writing Instruction within the Clasroom Community
		Writing Characteristics of Students with LD
		Assesing Writing and Students with LD
		Teaching Writing to Students with LD
		Conclusion
		References
	Chapter 21. Reasoning Skills in Individuals with Mathematics Difficulties
		What Is Dyscalculia?
		The Links between Reasoning and Mathematics
		Summary, Implications for Intervention Strategies, and Future Directions
		Note
		References
	Chapter 22. Interpersonal Relationships and Students with Autism Spectrum Disorder: Perspectives from Theory of Mind and Neuroscience
		Neuroscientific Perspectives
		Psycho-theoretical Perspectives: Theory of Mind
		Social Skills Training for Children and Adolescents with ASD
		Summary and Future Directions
		Conclusion
		References
	Chapter 23. Student Engagement and Learning: Attention, Behavioral, and Emotional Difficulties in School
		Theories of Motivation and Engagement
		Affective Engagement
		Cognitive Engagement
		Behavioral Engagement
		Academic Engagement
		Summary
		Implications for Practitioners
		Implications for Researchers and Future Research
		Conclusion
		Note
		References
	Chapter 24. Examining Academic Self-Concepts and the Big-Fish-Little-Pond Effect in Relation to Inclusive and Segregated Classroom Environments for Students with 
Mild Intellectual Disabilities
		The Importance of Academic Self-Concept to Students’ Psycho-Educational Development
		Enhancing Academic Self-Concepts: The Role of Social Comparison Theory and the Big-Fish-Little-Pond Effect
		Students with Mild Intellectual Disabilities
		Research Investigating the Impact of Clasroom Environment on the Academic Self-Concepts of Students with Mild Intellectual Disab
		Methodological Challenges Limiting the Investigation of Academic Self-Concepts and the BIG-FISH-LITTLE-POND Effrct with Students
		Future Directions for Research
		Implications for Practitioners
		References
	Chapter 25. Cultural and Sociocultural Influences and Learners with Special Needs
		Sociocultural Influences and Learners with Special Needs
		Special Needs in the Present Chapter
		Theoretical Background
		Sociocultural Research and Its Implications
		Future Directions
		Revisiting Cultural Perspectives and Students with Special Needs
		Conclusion
		Note
		Glossary of Terms
		References
	Chapter 26. Technology and Its Impact on Reading for Students with Learning Disabilities
		Technology and Students with Learning Disabilities
		Theories of Reading and Their Relationship to Technology
		Bottom–Up Models: The Simple View of Reading
		Interactive Models of Text Comprehension
		Reading and Students with LD
		Technology Support for Reading Skills and Proceses
		Computer-Assisted Instruction
		Modifications to Digital Text
		Text-to-Spech Technology
		Enhanced Digital Text
		Technology Support for Strategic Regulation of Reading Comprehension
		Discussion and Conclusions
		Looking Back: Thre Decades of Research about Technology, Reading, and LD
		Looking Forward: New Literacies and Students with LD
		References
	Chapter 27. The Relevance of Neuroscience to Understanding Achievement in Special Needs Children
		Neuroscience and the Social Sciences: Early History
		Thre Potentially Useful Neuroscientific Designs
		Recent Neuroscientific Studies in Education
		Implications for Practitioners and Researchers
		Conclusion
		References
	Chapter 28. Conclusion: Future Directions in the Application of Educational Psychology to Students with Special Needs
		Introduction
		Conceptualizing to Better Understand Students with Special Needs
		Measurement, Assesment, and Diagnosis
		Participants to Include and Investigate
		Factors and Proceses to Research and Target
		Approaches to Data Analysis and Modeling
		Interventions and Practices
		Conclusion
Contributors
Index