|
SECTION |
TITLE |
DESCRIPTION |
GRADE LEVEL |
CODE |
|
ADD/ADHD |
PRACTICAL IDEAS THAT REALLY WORK FOR STUDENTS WITH ADHD-Copy #1 |
WORKBOOK / EVALUATION FORM FOR DSM-IV |
K-12 |
AD-2300-00 |
|
ADD/ADHD |
PRACTICAL IDEAS THAT REALLY WORK FOR STUDENTS WITH ADHD-Copy #2 |
WORKBOOK / EVALUATION FORM FOR DSM-IV |
K-12 |
AD-2300-00 |
|
ADD/ADHD |
SPARKY'S EXCELLENT MISADVENTURES-Copy #1 |
THE AUTOBIOGRAPHY OF A SCHOOLBOY WITH ADD |
N/A |
AD-2300-00 |
|
ADD/ADHD |
SPARKY'S EXCELLENT MISADVENTURES-Copy #2 |
THE AUTOBIOGRAPHY OF A SCHOOLBOY WITH ADD |
N/A |
AD-2300-00 |
|
ADD/ADHD |
SPARKY'S EXCELLENT MISADVENTURES-Copy #3 |
THE AUTOBIOGRAPHY OF A SCHOOLBOY WITH ADD |
N/A |
AD-2300-00 |
|
ADD/ADHD |
TAKING CHARGE OF ADHD |
THE COMPLETE, AUTHORITATIVE GUIDE FOR PARENTS |
N/A |
AD-2300-00 |
|
ADD/ADHD |
ADHD & TEENS |
A PARENT'S GUIDE TO MAKING IT THROUGH THE TOUGH YEARS. PROVEN TECHNIQUES FOR HANDLING EMOTIONAL, ACADEMIC, AND BEHAVIORAL PROBLEMS |
PARENT |
AD-2300-01 |
|
ADD/ADHD |
HELPING ADOLESCENTS WITH ADHD & LEARNING DISABILITIES (IN L.D. SECTION) |
READY-TO-USE TIPS, TECHNIQUES, AND CHECKLISTS FOR SCHOOL SUCCESS |
JR. HIGH/HIGH |
AD-2300-01 |
|
ADD/ADHD |
HOMEWORK SUCCESS FOR CHILDREN WITH ADHD |
BOOK PRESENTS A HOMEWORK INTERVENTION PROGRAM FOR FAMILIES COPING WITH ADHD. CLEAR, SIMPLE INSTRUCTIONS HELP YOUS ET UP AND IMPLEMENT THE PROGRAM AND MONITOR RESULTS |
AGE 5-11 |
AD-2300-01 |
|
ADD/ADHD |
ADHD - A SURVIVAL GUIDE FOR PARENTS AND TEACHERS |
BOOK INCLUDES: HUNDREDS OF SPECIFIC SUGGESTIONS FOR HOME AND CLASSROOM, WAYS TO MANAGE DISRUPTIVE, OPPOSITIONAL, AND DEFIANT BEHAVIOR, APPROPRIATE AND SAFE USE OF MEDICATION |
PARENT/ TEACHERS |
AD-2300-02 |
|
ADD/ADHD |
ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD) AN INFORMATION AND ACTION HANDBOOK FOR SCHOOL NURSES |
THIS INFORMATION AND ACTION HANDBOOK WILL PROVIDE YOU WITH THE MOST UP-TO-DATE ADHD GUIDELINES, PLUS MANY PRACTICAL STRATEGIES YOU CAN USE TO SUCCESSFULLY MANAGE THESE CHALLENGING YOUNGSTERS |
TEACHERS |
AD-2300-02 |
|
ADD/ADHD |
DRIVEN TO DISTRACTION COPY #1 |
RECOGNIZING AND COPING WITH ADD FROM CHILDHOOD THROUGH ADULTHOOD |
N/A |
AD-2300-87 |
|
ADD/ADHD |
DRIVEN TO DISTRACTION COPY #2 |
RECOGNIZING AND COPING WITH ADD FROM CHILDHOOD THROUGH ADULTHOOD |
N/A |
AD-2300-87 |
|
ADD/ADHD |
ADD HYPERACTIVITY WORKBOOK FOR PARENTS, TEACHERS, AND KIDS Copy #1 |
TIPS FOR PARENTS, GUIDELINES FOR TEACHERS, STORY FOR KIDS |
N/A |
AD-2300-88 |
|
ADD/ADHD |
ADD HYPERACTIVITY WORKBOOK FOR PARENTS, TEACHERS, AND KIDS Copy #2 |
TIPS FOR PARENTS, GUIDELINES FOR TEACHERS, STORY FOR KIDS |
N/A |
AD-2300-88 |
|
ADD/ADHD |
ATTENTION DEFICIT DISORDERS INTERVENTION MANUAL Copy #1 |
MANUAL |
PROF |
AD-2300-89 |
|
ADD/ADHD |
PARENT'S GUIDE TO ATTENTION DEFICIT DISORDERS Copy #1 |
GUIDE-2ND EDITION |
PARENT |
AD-2300-89 |
|
ADD/ADHD |
PARENT'S GUIDE TO ATTENTION DEFICIT DISORDERS Copy #2 |
GUIDE-1ST EDITION |
PARENT |
AD-2300-89 |
|
ADD/ADHD |
SHELLEY THE HYPERACTIVE TURTLE |
SPECIAL NEEDS COLLECTION/STORY REASSURES ENTIRE FAMILY WITH A OSITIVE, YET REALISTIC LOOK AT HYPERACTIVITY |
N/A |
AD-2300-89 |
|
ADD/ADHD |
ATTENTION-DEFICIT HYPERACTIVITY DISORDER |
A CLINICAL WORKBOOK BY RUSSELL A. BARKLEY |
PARENT/TEACHERS |
AD-2300-91 |
|
ADD/ADHD |
EAGLE EYES-Copy #1 |
A CHILD'S VIEW OF ADD |
N/A |
AD-2300-91 |
|
ADD/ADHD |
EAGLE EYES-Copy #2 |
A CHILD'S VIEW OF ADD |
N/A |
AD-2300-91 |
|
ADD/ADHD |
GOAL CARD PROGRAM |
A HOME-SCHOOL BASED BEHAVIORAL MANAGEMENT PROGRAM FOR TRAINING CHILDREN WITH ATTENTION DEFICIT DISORDERS |
PROF |
AD-2300-91 |
|
ADD/ADHD |
PUTTING ON THE BRAKES |
YOUNG PEOPLE'S GUIDE TO UNDERSTANDING ADHD |
N/A |
AD-2300-91 |
|
ADD/ADHD |
ATTENTION DEFICIT DISORDERS |
EDUCATORS MANUAL: AN IN-DEPTH LOOK FROM AN EDUCATIONAL PERSPECTIVE |
TEACHERS |
AD-2300-92 |
|
ADD/ADHD |
ATTENTION DEFICIT DISORDER AND LEARNING DISABILITIES |
BOOK: REALITIES, MYTHS AND CONTROVERSIAL TREATMENTS |
PARENT/ TEACHERS |
AD-2300-93 |
|
ADD/ADHD |
DR. LARRY SILVER'S ADVICE TO PARENTS ON ADHD |
BRINGS TOGETHER CURRENT AND ACCURATE INFORMATION ON ADHD THAT PARENTS WILL FIND USEFUL |
PARENTS |
AD-2300-93 |
|
ADD/ADHD |
HOW TO REACH AND TEACH ADD/ADHD CHILDREN |
PRACTICAL TECHNIQUES, STRATEGIES AND INTERVENTIONS FOR HELPING CHILDREN WITH ATTENTION PROBLEMS AND HYPERACTIVITY |
N/A |
AD-2300-93 |
|
ADD/ADHD |
PAY MORE ATTENTION: LISTEN, LOOK AND THINK |
CASSETTE TAPE: HELPS ELEMENTARY AND MIDDLE SCHOOL CHILDREN PAY ATTENTION TO THEIR WORK |
ELEMENTARY |
AD-2300-93 |
|
ADD/ADHD |
JUMPIN' JAKE SETTLES DOWN |
A WORKBOOK TO HELP IMPULSIVE CHILDREN LEARN TO THINK BEFORE THEY ACT |
N/A |
AD-2300-94 |
|
ADD/ADHD |
ATTENTION DEFICIT DISORDERS INTERVENTION MANUAL Copy #2 |
MANUAL |
PROF |
AD-2300-95 |
|
ADD/ADHD |
FORMS FOR HELPING THE ADHD CHILD |
FORTY-FIVE EASY-TO-USE FORMS FOR TREATING CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER |
N/A |
AD-2300-95 |
|
ADD/ADHD |
ADD/ADHD BEHAVIOR-CHANGE RESOURCE KIT |
READY-TO-USE STRATEGIES & ACTIVITIES FOR HELPING CHILDREN WITH ADD |
N/A |
AD-2300-98 |
|
ADD/ADHD |
ADD/ADHD CHECKLIST |
AN EASY REFERENCE FOR PARENTS & TEACHERS |
N/A |
AD-2300-98 |
|
ADD/ADHD |
ATTENTION DEFICIT DISORDER MISDIAGNOSIS |
APPROACHING ADD FROM A BRAIN-BEHAVIOR/ NEUROPSYCHOLOGICAL PERSPECTIVE FOR ASSESSMENT AND TREATMENT |
N/A |
AD-2300-98 |
|
ADD/ADHD |
LIFE ON THE EDGE |
PARENTING A CHILD WITH ADD/ADHD. TOUCHES ON EVERYTHING FROM RITALIN TO SIBLING RIVALRY TO SCHOOLING TO GOING OUT IN PUBLIC. OFFERS HONEST, PRACTICAL, CARING SUPPORT AND A HEALTHY DOSE OF GOOD HUMOR |
N/A |
AD-2300-98 |
|
AUTISM |
TREVOR TREVOR |
A METAPHOR FOR CHILDREN. BOOK IS DESIGNED TO BE READ TO CHILDREN BY ADULTS. THE ULTIMATE GOAL OF TREVOR TREVOR IS TO ENABLE TYPICAL PEERS TO SEE THINGS FROM A DIFFERENT PERSPECTIVE SO THAT THEY MAY BECOME MORE SENSITIVE TO THE IMPORTANT ROLES WHICH THEY |
FOUND IN AFFECTIVE TOPIC AREA |
AFF-1000-98 |
|
ASSESSMENT |
ASSESSING STUDENT OUTCOMES |
PERFORMANCE ASSESSMENT USING THE DIMENSIONS OF LEARNING MODEL |
PROF |
AS-2300-93 |
|
ASSESSMENT |
HOW TO ASSESS AUTHENTIC LEARNING |
WIDE RANGE OF ALTERNATIVE FORMS OF ASSESSMENT SHOWN IN A MEANINGFUL AND PRACTICAL FORMAT |
PROF |
AS-2300-94 |
|
ASSESSMENT |
DSM-IV MADE EASY |
THE CLINICIAN'S GUIDE TO DIAGNOSIS |
PROF |
AS-2300-95 |
|
ASPERGERS SYNDROME |
ASPERGERS SYNDROME |
TEXT FOR PROFESSIONALS |
N/A |
ASP-2300-00 |
|
ASPERGERS SYNDROME |
ASPERGER'S……WHAT DOES IT MEAN TO ME? |
A WORKBOOK EXPLAINING SELF AWARENESS AND LIFE LESSONS TO THE CHILD OR YOUTH WITH HIGH FUNCTIONING AUTISM OR ASPERGER'S. STRUCTURED TEACHING IDEAS FOR HOME AND SCHOOL |
N/A |
ASP-2300-00 |
|
ASPERGERS SYNDROME |
EATING AN ARTICHOKE |
A MOTHER'S PERSPECTIVE ON ASPERGER SYNDROME |
N/A |
ASP-2300-00 |
|
ASPERGERS SYNDROME |
INSIDE OUT: WHAT MAKES A PERSON WITH SOCIAL COGNITIVE DEFICITS TICK? |
BOOK ADDRESSES ASPERGER'S SYNDROME, HIGH-FUNCTIONING AUTISM, NON-VERBAL LEARNING DISABILITY, PERVASIVE DEVELOPMENTAL DISORDER-NOT OTHERWISE SPECIFIED |
N/A |
ASP-2300-00 |
|
ASPERGERS SYNDROME |
ASPERGER SYNDROME IN THE FAMILY - REDEFINING NORMAL |
GIVES TREMENDOUS INSIGHT INTO WHAT AS ADULT LIFE MIGHT BE LIKE FOR OUR CHILDREN, AND HOW TO PREPARE THEM FOR INDEPENDENCE AND INTIMACY. THIS IS A RICH AND POSITIVE BOOK THAT WILL SPEAK TO ALL THOSE WHOSE LIFE HAS BEEN AFFECTED BY ASPERGER SYNDROME |
N/A |
ASP-2300-01 |
|
ASPERGERS SYNDROME |
BLUE BOTTLE MYSTERY |
AN ASPERGER ADVENTURE. BOOK PROVIDES GOOD INFORMATION ON AUTISM, ADVICE AND SUPPORT FOR FAMILIES |
N/A |
ASP-2300-01 |
|
ASPERGERS SYNDROME |
OUR JOURNEY THROUGH HIGH FUNCTIONING AUTISM AND ASPERGER SYNDROME |
A ROAD-MAP |
|
ASP-2300-01 |
|
ASPERGERS SYNDROME |
NAVIGATING THE SOCIAL WORLD |
A CURRICULUM FOR INDIVIDUALS WITH ASPERGER'S SYNDROME, HIGH FUNCTIONING AUTISM AND RELATED DISORDERS (TONY ATTWOOD) |
N/A |
ASP-2300-02 |
|
ASPERGERS SYNDROME |
ASPERGERS SYNDROME- COPY #1 |
A GUIDE FOR PARENTS AND PROFESSIONALS BY TONY ATTWOOD |
N/A |
ASP-2300-94 |
|
ASPERGERS SYNDROME |
ASPERGERS SYNDROME- COPY #2 |
A GUIDE FOR PARENTS AND PROFESSIONALS BY TONY ATTWOOD |
N/A |
ASP-2300-94 |
|
ASPERGERS SYNDROME |
ASPERGER SYNDROME: A PRACTICAL GUIDE FOR TEACHERS |
BY VAL CUMINE, JULIA LEACH AND GILL STEVENSON |
TEACHER |
ASP-2300-98 |
|
ASPERGERS SYNDROME |
ASPERGER SYNDROME OR HIGH-FUNCTIONING AUTISM |
CURRENT ISSUES IN AUTISM |
N/A |
ASP-2300-98 |
|
ASPERGERS SYNDROME |
ASPERGER'S HUH? |
A CHILD PERSPECTIVE OF ASPERGER'S SYNDROME |
N/A |
ASP-2300-99 |
|
ASPERGERS SYNDROME |
FINDING OUT ABOUT ASPERGER SYNDROME, HIGH FUNCTIONING AUTISM AND PDD |
BOOK SHOULD BE READ BY ALL YOUNG PEOPLE WHO RECEIVE A DIAGNOSIS OF ASPERGER SYNDROME, PDD OR HIGH FUNCTIONING AUTISM. IT CAN ALSO BE READ BDY THEIR PEERS OR ADULTS TO BETTER UNDERSTAND THIS PERSON |
N/A |
ASP-2300-99 |
|
ASPERGERS SYNDROME |
PRETENDING TO BE NORMAL |
LIVING WITH ASPERGER'S SYNDROME |
N/A |
ASP-2300-99 |
|
AUTISM |
BREAKTHROUGHS: HOW TO REACH STUDENTS WITH AUTISM-Copy #1 |
A HANDS-ON, HOW-TO MANUAL FOR TEACHERS AND PARENTS - ALSO VIDEO GOES ALONG WITH THIS |
N/A |
AUT-2300-00 |
|
AUTISM |
BREAKTHROUGHS: HOW TO REACH STUDENTS WITH AUTISM-Copy #2 |
A HANDS-ON, HOW-TO MANUAL FOR TEACHERS AND PARENTS - ALSO VIDEO GOES ALONG WITH THIS |
N/A |
AUT-2300-00 |
|
AUTISM |
EXPLORING THE SPECTRUM OF AUTISM AND PERVASIVE DEVELOPMENTAL DISORDERS |
INTERVENTION STRATEGIES |
PROF |
AUT-2300-00 |
|
AUTISM |
I AM SPECIAL-Copy #1 |
INTRODUCING CHILDREN AND YOUNG PEOPLE TO THEIR AUTISTIC SPECTRUM DISORDER |
N/A |
AUT-2300-00 |
|
AUTISM |
I AM SPECIAL-Copy #2 |
INTRODUCING CHILDREN AND YOUNG PEOPLE TO THEIR AUTISTIC SPECTRUM DISORDER |
N/A |
AUT-2300-00 |
|
AUTISM |
NEW SOCIAL STORY BOOK |
THIS BOOK IS ORGANIZED INTO THIRTEEN CHAPTERS. EACH CHAPTER CONTAINS SEVERAL STORIES WITH SIMPLE, CLEAR ILLUSTRATIONS |
K-6 |
AUT-2300-00 |
|
AUTISM |
CO TEACHING STUDENTS WITH AUTISM |
BOOK IS AN EFFORT TO PRESENT SOME APPROACHES THAT HAVE WORKED FOR AUTHOR WHICH YOU ARE FREE TO USE AS IS OR ADAPT TO YOUR OWN PURPOSES |
TEACHERS |
AUT-2300-01 |
|
AUTISM |
FRAGILE SUCCESS |
TEN AUTISTIC CHILDREN, CHILDHOOD TO ADULTHOOD-EXPLORES PERVASIVE DEVELOPMENTAL DISORDER NOT OTHERWISE SPECIFIED |
N/A |
AUT-2300-01 |
|
AUTISM |
RAISING A CHILD WITH AUTISM-Copy #1 |
A GUIDE TO APPLIED BEHAVIOR ANALYSIS FOR PARENTS. PARENTS CAN ADAPT THE PRACTICAL TECHNIQUES FOR USE AT HOME |
PARENTS |
AUT-2300-01 |
|
AUTISM |
RAISING A CHILD WITH AUTISM-Copy #2 |
A GUIDE TO APPLIED BEHAVIOR ANALYSIS FOR PARENTS. PARENTS CAN ADAPT THE PRACTICAL TECHNIQUES FOR USE AT HOME |
PARENTS |
AUT-2300-01 |
|
AUTISM |
RAISING A CHILD WITH AUTISM-Copy #3 |
A GUIDE TO APPLIED BEHAVIOR ANALYSIS FOR PARENTS. PARENTS CAN ADAPT THE PRACTICAL TECHNIQUES FOR USE AT HOME |
PARENTS |
AUT-2300-01 |
|
AUTISM |
RAISING A CHILD WITH AUTISM-Copy #4 |
A GUIDE TO APPLIED BEHAVIOR ANALYSIS FOR PARENTS. PARENTS CAN ADAPT THE PRACTICAL TECHNIQUES FOR USE AT HOME |
PARENTS |
AUT-2300-01 |
|
AUTISM |
RAISING A CHILD WITH AUTISM-Copy #5 |
A GUIDE TO APPLIED BEHAVIOR ANALYSIS FOR PARENTS. PARENTS CAN ADAPT THE PRACTICAL TECHNIQUES FOR USE AT HOME |
PARENTS |
AUT-2300-01 |
|
AUTISM |
LANGUAGE COMMUNICATION CURRICULUM FOR STUDENTS WITH AUTISM AND OTHER LANGUAGE IMPAIRMENTS |
PROGRAM IS DELIBERATELY FOCUSED ON A STRUCTURED APPROACH TO LANGUAGE INTERVENTION, BOTH IN AN OVERALL FRAMEWORK FOR FOCUS ON SPECIFIC AREAS AS OPPOSED TO ONLY THE AREAS WHICH MAY OCCUR IN A COMMUNICATIVE CONTEXT |
N/A |
AUT-2300-02 |
|
AUTISM |
DIAGNOSIS AND ASSESSMENT IN AUTISM |
CURRENT ISSUES IN AUTISM |
N/A |
AUT-2300-88 |
|
AUTISM |
AUTISM-P.D.D. CREATIVE IDEAS DURING THE SCHOOL YEARS Copy #1 |
COMPILATION OF CREATIVE IDEAS ON AUTISM |
N/A |
AUT-2300-95 |
|
AUTISM |
AUTISM-P.D.D. CREATIVE IDEAS DURING THE SCHOOL YEARS Copy #2 |
COMPILATION OF CREATIVE IDEAS ON AUTISM |
N/A |
AUT-2300-95 |
|
AUTISM |
AUTISM-P.D.D. CREATIVE IDEAS DURING THE SCHOOL YEARS Copy #3 |
COMPILATION OF CREATIVE IDEAS ON AUTISM |
N/A |
AUT-2300-95 |
|
AUTISM |
TEACHING CHILDREN WITH AUTISM |
STRATEGIES TO ENHANCE COMMUNICATION AND SOCIALIZATION |
N/A |
AUT-2300-95 |
|
AUTISM |
UNDERSTANDING THE NATURE OF AUTISM Copy #1 |
A PRACTICAL GUIDE |
N/A |
AUT-2300-96 |
|
AUTISM |
UNDERSTANDING THE NATURE OF AUTISM Copy #2 |
A PRACTICAL GUIDE |
N/A |
AUT-2300-96 |
|
AUTISM |
UNDERSTANDING THE NATURE OF AUTISM Copy #3 |
A PRACTICAL GUIDE |
N/A |
AUT-2300-96 |
|
AUTISM |
A TREASURE CHEST OF BEHAVIORAL STRATEGIES FOR INDIVIDUALS WITH AUTISM Copy #1 |
RESOURCE MANUAL THAT APPLIES THEORY AND BEST PRACTICES IN BEHAVIOR MANAGEMENT TO INDIVIDUALS WITH AUTISM |
TEACHERS/ PARENTS |
AUT-2300-97 |
|
AUTISM |
A TREASURE CHEST OF BEHAVIORAL STRATEGIES FOR INDIVIDUALS WITH AUTISM Copy #2 |
RESOURCE MANUAL THAT APPLIES THEORY AND BEST PRACTICES IN BEHAVIOR MANAGEMENT TO INDIVIDUALS WITH AUTISM |
TEACHERS/ PARENTS |
AUT-2300-97 |
|
AUTISM |
SOURCE FOR AUTISM |
HANDS-ON RESOURCE FOR THOSE WHO WORK IN THE TRENCHES EVERY DAY TRYING TO MAKE A DIFFERENCE IN HUMAN LIVES |
TEACHERS |
AUT-2300-97 |
|
AUTISM |
AUTISM |
THE AUTHOR'S GOAL IS TO INFORM AND INSPIRE HER AUDIENCE WITH SOUND ACTIVITIES AND PERSONAL EXPERIENCES |
PARENTS/ PROF |
AUT-2300-98 |
|
AUTISM |
AUTISM: FACTS AND STRATEGIES FOR PARENTS |
BOOK |
N/A |
AUT-2300-99 |
|
AUTISM |
SOLVING BEHAVIOR PROBLEMS IN AUTISM |
IMPROVING COMMUNICATION WITH VISUAL STRATEGIES |
N/A |
AUT-2300-99 |
|
BRAIN RESEARCH |
DIFFERENT BRAINS, DIFFERENT LEARNERS |
HOW TO REACH THE HARD TO REACH BY ERIC JENSEN. JENSEN PRESENTS OVERVIEW OF THE KEY FACTORS THAT PREVENT STUDENTS FROM ACHIEVING, AS WELL AS A CONCISE OUTLINE FOR IDENTIFYING THE SYMPTOMS AND CAUSES OF PREVALENT IMPAIRMENTS SUCH AS ODD, ADD, DYSLEXIA, HYP |
N/A |
BR-2300-00 |
|
BRAIN RESEARCH |
ARTS WITH THE BRAIN IN MIND |
BOOK PRESENTS THE DEFINITIVE CASE, BASED ON WHAT WE KNOW ABOUT THE BRAIN AND LEARNING, FOR MAKING ARTS A CORE PART OF THE BASIC CURRICULUM AND THOUGHFULLY INTEGRATING THEM INTO EVERY SUBJECT |
N/A |
BR-2300-01 |
|
BRAIN RESEARCH |
DRAMATICALLY DIFFERENT CLASSROOM |
MI ACTIVITIES ACROSS THE CURRICULUM. OVER 100 INNOVATIVE ACTIVITIES, CLASSBUILDERS & BRAIN BREAKS, DEVELOP STUDENTS' MULTIPLE INTELLIGENCES |
ALL GRADES |
BR-2300-02 |
|
BRAIN RESEARCH |
UNICORNS ARE REAL Copy #1 |
A RIGHT BRAINED APPROACH TO LEARNING HELPS US TO TRUST THE INNER WORKING OF EVERY MIND, YOUNG AND OLD |
N/A |
BR-2300-82 |
|
BRAIN RESEARCH |
UNICORNS ARE REAL Copy #2 |
A RIGHT BRAINED APPROACH TO LEARNING HELPS US TO TRUST THE INNER WORKING OF EVERY MIND,YOUNG AND OLD |
N/A |
BR-2300-82 |
|
BRAIN RESEARCH |
BRAIN-BASED LEARNING & TEACHING |
BOOK |
N/A |
BR-2300-95 |
|
BRAIN RESEARCH |
MULTIPLE INTELLIGENCES |
ACTIVITIES FOR THE CLASSROOM |
5-8 |
BR-2300-96 |
|
BRAIN RESEARCH |
RETHINKING THE BRAIN |
NEW INSIGHTS INTO EARLY DEVELOPMENT |
N/A |
BR-2300-97 |
|
COOPERATIVE LEARNING |
WORKING IN TEAMS |
50 COOPERATIVE LEARNING ACTIVITIES |
JR. HIGH/ HIGH |
CLR-2300-93 |
|
COOPERATIVE LEARNING |
INSPIRING ACTIVE LEARNING |
A HANDBOOK FOR TEACHERS |
PROF |
CLR-2300-94 |
|
COMMUNICATION DISORDERS |
CRANIOFACIAL ANOMALIES |
A BEGINNER'S GUIDE FOR SPEECH-LANGUAGE PATHOLOGISTS |
PROF |
COM-2300-00 |
|
COMMUNICATION DISORDERS |
GENETICS, SYNDROMES, AND COMMUNICATION DISORDERS |
BOOK |
PROF |
COM-2300-00 |
|
COMMUNICATION DISORDERS |
SYNDROME IDENTIFICATION FOR SPEECH-LANGUAGE PATHOLOGY |
AN ILLUSTRATED POCKET GUIDE |
PROF |
COM-2300-00 |
|
COMMUNICATION DISORDERS |
WHAT IS AUDITORY PROCESSING? |
INFORMATION FOR PARENTS AND TEACHERS Copy #1 |
PARENTS/ TEACHERS |
COM-2300-93 |
|
COMMUNICATION DISORDERS |
WHAT IS AUDITORY PROCESSING? |
INFORMATION FOR PARENTS AND TEACHERS Copy #2 |
PARENTS/ TEACHERS |
COM-2300-93 |
|
COMMUNICATION DISORDERS |
WHAT IS AUDITORY PROCESSING? |
INFORMATION FOR PARENTS AND TEACHERS Copy #3 |
PARENTS/ TEACHERS |
COM-2300-93 |
|
COMMUNICATION DISORDERS |
WHAT IS AUDITORY PROCESSING? |
INFORMATION FOR PARENTS AND TEACHERS Copy #4 |
PARENTS/ TEACHERS |
COM-2300-93 |
|
COMMUNICATION DISORDERS |
WHAT IS AUDITORY PROCESSING? |
INFORMATION FOR PARENTS AND TEACHERS Copy #5 |
PARENTS/ TEACHERS |
COM-2300-93 |
|
COMMUNICATION DISORDERS |
WHAT IS AUDITORY PROCESSING? |
INFORMATION FOR PARENTS AND TEACHERS Copy #6 |
PARENTS/ TEACHERS |
COM-2300-93 |
|
COMMUNICATION DISORDERS |
WHAT IS AUDITORY PROCESSING? |
INFORMATION FOR PARENTS AND TEACHERS Copy #7 |
PARENTS/ TEACHERS |
COM-2300-93 |
|
COMMUNICATION DISORDERS |
WHAT IS AUDITORY PROCESSING? |
INFORMATION FOR PARENTS AND TEACHERS Copy #8 |
PARENTS/ TEACHERS |
COM-2300-93 |
|
COMMUNICATION DISORDERS |
WHAT IS AUDITORY PROCESSING? |
INFORMATION FOR PARENTS AND TEACHERS Copy #9 |
PARENTS/ TEACHERS |
COM-2300-93 |
|
COMMUNICATION DISORDERS |
UNDERSTANDING CENTRAL AUDITORY PROCESSING DISORDER Copy #1 |
EXPLAINS CAPD/QUESTION AND ANSWER SECTION |
PROF |
COM-2300-98 |
|
COMMUNICATION DISORDERS |
UNDERSTANDING CENTRAL AUDITORY PROCESSING DISORDER Copy #2 |
EXPLAINS CAPD/QUESTION AND ANSWER SECTION |
PROF |
COM-2300-98 |
|
COMMUNICATION DISORDERS |
UNDERSTANDING CENTRAL AUDITORY PROCESSING DISORDER Copy #3 |
EXPLAINS CAPD/QUESTION AND ANSWER SECTION |
PROF |
COM-2300-98 |
|
COMMUNICATION DISORDERS |
UNDERSTANDING CENTRAL AUDITORY PROCESSING DISORDER Copy #4 |
EXPLAINS CAPD/QUESTION AND ANSWER SECTION |
PROF |
COM-2300-98 |
|
CRISIS INTERVENTION |
WORKING WITH FAMILIES IN CRISIS |
SCHOOL-BASED INTERVENTION |
PROF |
CRI-2300-91 |
|
CRISIS INTERVENTION |
SCHOOL CRISIS SURVIVAL GUIDE |
MANAGEMENT TECHNIQUES AND MATERIALS FOR COUNSELORS AND ADMINISTRATORS |
PROF |
CRI-2300-92 |
|
CRISIS INTERVENTION |
HOW TO PREPARE FOR AND RESPOND TO A CRISIS |
BOOK |
PROF |
CRI-2300-95 |
|
CRISIS INTERVENTION |
RESOLVING CONFLICTS |
A HANDBOOK FOR STUDENTS |
N/A |
CRI-2300-96 |
|
CRISIS INTERVENTION |
CRISIS RESPONSE PLANNING |
A PROCEDURE MANUAL FOR SCHOOLS |
PROF |
CRI-2300-98 |
|
CRISIS INTERVENTION |
CRISIS RESPONSE PLANNING |
IN-SERVICE TRAINING WORKBOOK |
PROF |
CRI-2300-98 |
|
CRISIS INTERVENTION |
CRISES RESPONSE PLANNING |
A PROCEDURE MANUAL FOR SCHOOLS |
PROF |
CRI-2300-98 |
|
CRISIS INTERVENTION |
TEEN SUICIDE PREVENTION |
FOR SCHOOLS AND COMMUNITIES |
PROF |
CRI-2300-98 |
|
CRISIS INTERVENTION |
TEEN SUICIDE PREVENTION |
FOR SCHOOLS AND COMMUNITIES |
PROF |
CRI-2300-98 |
|
DEPRESSION |
ASSESSMENT AND TREATMENT OF DEPRESSION IN CHILDREN & ADOLESCENTS |
GUIDE FOR ANYONE WORKING WITH AFFECTIVELY DISTURBED CHILDREN AND YOUTH |
N/A |
DEP-2300-89 |
|
DEPRESSION |
CHILDHOOD DEPRESSION: SCHOOL BASED INTERVENTION |
BOOK |
N/A |
DEP-2300-90 |
|
DEPRESSION |
DEPRESSION IS THE PITS, BUT I'M GETTING BETTER |
A GUIDE FOR ADOLESCENTS |
N/A |
DEP-2300-97 |
|
DISCIPLINE |
POSITIVE DISCIPLINE IN THE CLASSROOM |
DEVELOPING MUTUAL RESPECT, COOPERATION, AND RESPONSIBILITY IN YOUR CLASSROOM |
TEACHERS |
DIS-2300-00 |
|
DISCIPLINE |
ASSERTIVE DISCIPLINE FOR PARENTS |
A PROVEN, STEP-BY-STEP APPROACH TO SOLVING EVERYDAY BEHAVIOR PROBLEMS |
N/A |
DIS-2300-82 |
|
DISCIPLINE |
ASSERTIVE DISCIPLINE: A TAKE CHARGE APPROACH FOR TODAY'S EDUCATOR |
ELEMENTARY RESOURCE MATERIALS WORKBOOK AND FOLLOW-UP GUIDE |
K-6 |
DIS-2300-84 |
|
DISCIPLINE |
DISCIPLINE IN THE SECONDARY CLASSROOM |
A PROBLEM-BY-PROBLEM SURVIVAL GUIDE INCLUDING PRACTICAL TROUBLESHOOTING TECHNIQUES TO HELP YOU SOLVE 42 COMMON BEHAVIOR PROBLEMS |
7-12 |
DIS-2300-85 |
|
DISCIPLINE |
GOOD KID BOOK |
HOW TO SOLVE THE 16 MOST COMMON BEHAVIOR PROBLEMS |
N/A |
DIS-2300-88 |
|
DISCIPLINE |
TEACHING SELF-MANAGEMENT STRATEGIES TO ADOLESCENTS |
WORKBOOK |
PROF |
DIS-2300-91 |
|
DISCIPLINE |
LIMITS WITH LOVE: EFFECTIVE DISCIPLINE STRATEGIES |
CASSETTE TAPE: ANSWERS TO ADD |
N/A |
DIS-2300-93 |
|
DISCIPLINE |
WITHOUT SPANKING OR SPOILING |
A PRACTICAL APPROACH TO TODDLER AND PRESCHOOL GUIDANCE |
N/A |
DIS-2300-93 |
|
DISCIPLINE |
HANDBOOK OF INDIVIDUALIZED STRATEGIES FOR CLASSROOM DISCIPLINE -COPY #1 |
PROVIDES SPECIFIC STRATEGIES TO POSITIVELY IMPACT STUDENT BEHAVIOR AND CREATE A MORE EFFECTIVE AND SATISFYING LEARNING ENVIRONMENT |
N/A |
DIS-2300-95 |
|
DISCIPLINE |
HANDBOOK OF INDIVIDUALIZED STRATEGIES FOR CLASSROOM DISCIPLINE -COPY #2 |
PROVIDES SPECIFIC STRATEGIES TO POSITIVELY IMPACT STUDENT BEHAVIOR AND CREATE A MORE EFFECTIVE AND SATISFYING LEARNING ENVIRONMENT |
N/A |
DIS-2300-95 |
|
DISCIPLINE |
TECHNIQUES FOR MANAGING VERBALLY AND PHYSICALLY AGGRESSIVE STUDENTS |
METHODS FOR MANAGING STUDENTS IN THE CLASSROOM. TEXT GIVES SOLUTIONS THAT WORK |
TEACHERS |
DIS-2300-95 |
|
DISCIPLINE |
POSITIVE DISCIPLINE |
A TEACHER'S A - Z GUIDE. TURN COMMON BEHAVIORAL PROBLEMS INTO OPPORTUNITIES FOR LEARNING |
TEACHERS |
DIS-2300-96 |
|
DISCIPLINE |
SHORT-TERM PLAY THERAPY FOR DISRUPTIVE CHILDREN |
BOOK HAS 12 SESSIONS - EACH APPROACH IS CAREFULLY STRUCTURED TO INCLUDE TIME ALLOTMENTS THAT FOCUS ON TASK-ORIENTED ACTIVITIES AS WELL AS BEHAVIOR MANAGEMENT STRATEGIES TO PREVENT DISRUPTIVE BEHAVIOR FROM INTERFERING WITH WORK PRODUCTIVITY. |
TEACHERS |
DIS-2300-96 |
|
DISCIPLINE |
CLASSROOM DISCIPLINE PROBLEM SOLVER |
READY-TO-USE TECHNIQUES & MATERIALS FOR MANAGING ALL KINDS OF BEHAVIOR PROBLEMS |
ALL |
DIS-2300-98 |
|
DISCIPLINE |
YOUR DEFIANT CHILD: 8 STEPS TO BETTER BEHAVIOR |
RUSSELL BARKLEY, PH.D. RESTORE YOUR LOVING RELATIONSHIP WITH YOUR CHILD - AND BRING PEACE TO YOUR HOME WITH THIS PROVEN PROGRAM! |
N/A |
DIS-2300-98 |
|
DISCIPLINE |
TIME-IN |
WHEN TIME-OUT DOESN'T WORK/ OFFERS NEW INSIGHT IN THEIR LIVES: CONNECTION AND TRUST |
N/A |
DIS-2300-99 |
|
ASPERGERS SYNDROME |
TREVOR TREVOR |
A METAPHOR FOR CHILDREN. BOOK IS DESIGNED TO BE READ TO CHILDREN BY ADULTS. THE ULTIMATE GOAL OF TREVOR TREVOR IS TO ENABLE TYPICAL PEERS TO SEE THINGS FROM A DIFFERENT PERSPECTIVE SO THAT THEY MAY BECOME MORE SENSITIVE TO THE IMPORTANT ROLES WHICH THEY |
ELEM |
FOUND IN AFFECTIVE TOPIC AREA |
|
BRAIN RESEARCH |
SUCCESSFUL APPLICATIONS OF BRAIN-BASED LEARNING - SEE VIDEO SECTION |
TAPE 2: THE FRAGILE BRAIN: WHAT IMPAIRS LEARNING AND WHAT WE CAN DO ABOUT IT- 27 MINUTES |
N/A |
IN VIDEO SECTION |
|
INCLUSION |
COLLABORATIVE TEAMING |
TEACHER'S GUIDE TO INCLUSIVE PRACTICES |
TEACHER |
INC-2300-00 |
|
INCLUSION |
BEHAVIORAL SUPPORT |
TEACHERS GUIDES TO INCLUSIVE PRACTICES |
TEACHERS |
INC-2300-00 |
|
INCLUSION |
MODIFYING SCHOOLWORK |
TEACHER'S GUIDE TO INCLUSIVE PRACTICES |
TEACHERS |
INC-2300-00 |
|
INCLUSION |
SOCIAL RELATIONSHIPS AND PEER SUPPORT |
TEACHER'S GUIDE TO INCLUSIVE PRACTICES |
TEACHERS |
INC-2300-00 |
|
INCLUSION |
INTEGRATING YOUNG CHILDREN WITH DISABILITIES INTO COMMUNITY PROGRAMS |
ECOLOGICAL PERSPECTIVES ON RESEARCH AND IMPLEMENTATION |
PROF |
INC-2300-93 |
|
INCLUSION |
EXCEPTIONS |
A HANDBOOK OF INCLUSION ACTIVITIES FOR TEACHERS OF STUDENTS AT GRADES 6-12 WITH MILD DISABILITIES |
6-12 GRADE |
INC-2300-94 |
|
INCLUSION |
INCLUSIVE CLASSROOMS FROM A TO Z: A HANDBOOK FOR EDUCATORS |
GIVES PRACTICAL GUIDANCE TO TEACHERS, PROVIDES BACKGROUND INFORMATION ON INCLUSION, HANDS-ON ACTIVITIES AND STRATEGIES FOR IMMEDIATE IMPLEMENTATION |
TEACHERS |
INC-2300-94 |
|
INCLUSION |
THE CO-TEACHING MANUAL |
HOW TO SUCCESSFULLY INCLUDE SPECIAL NEEDS STUDENTS IN THE CLASSROOMS |
TEACHERS |
INC-2300-95 |
|
INCLUSION |
LESSON PLANS AND MODIFICATIONS FOR INCLUSION AND COLLABORATIVE CLASSROOMS: BOOK ONE |
OVER 240 LESSON PLANS IN ALL CURRICULAR AREAS |
N/A |
INC-2300-95 |
|
INCLUSION |
AN ESSENTIAL GUIDE FOR THE PARAPROFESSIONAL |
A PRACTICAL REFERENCE TOOL FOR ALL PARAPROFESSIONALS WORKING IN INCLUSIONARY SETTINGS |
PARAPROF |
INC-2300-96 |
|
INCLUSION |
HOW TO REACH AND TEACH ALL STUDENTS IN THE INCLUSIVE CLASSROOM |
READY-TO-USE STRATEGIES, LESSONS AND ACTIVITIES FOR TEACHING STUDENTS WITH DIVERSE LEARNING NEEDS |
TEACHERS |
INC-2300-96 |
|
INCLUSION |
LESSON PLANS AND MODIFICATIONS FOR INCLUSION AND COLLABORATIVE CLASSROOMS: BOOK TWO |
OVER 300 LESSON PLANS IN ALL CURRICULAR AREAS |
N/A |
INC-2300-96 |
|
INCLUSION |
TEACHING KIDS WITH LEARNING DIFFICULTIES IN THE REGULAR CLASSROOM-Copy #1 |
STRATEGIES AND TECHNIQUES EVERY TEACH CAN USE TO CHALLENGE & MOTIVATE STRUGGLING STUDENTS |
TEACHERS |
INC-2300-96 |
|
INCLUSION |
TEACHING KIDS WITH LEARNING DIFFICULTIES IN THE REGULAR CLASSROOM-Copy #2 |
STRATEGIES AND TECHNIQUES EVERY TEACH CAN USE TO CHALLENGE & MOTIVATE STRUGGLING STUDENTS |
TEACHERS |
INC-2300-96 |
|
INCLUSION |
450 STRATEGIES FOR SUCCESS |
A PRACTICAL GUIDE FOR ALL EDUCATORS WHO TEACH STUDENTS WITH DISABILITIES |
TEACHERS |
INC-2300-97 |
|
INCLUSION |
CURRICULUM ADAPTATIONS FOR STUDENTS WITH LEARNING AND BEHAVIOR PROBLEMS |
PRINCIPLES AND PRACTICES |
TEACHERS |
INC-2300-97 |
|
INCLUSION |
PARAPROFESSIONAL'S GUIDE TO THE INCLUSIVE CLASSROOM - WORKING AS A TEAM |
A WORKING TOOL THAT ALSO SERVES GENERAL AND SPECIAL EDUCATORS, ADMINISTRATORS, AND EVERYONE INVOLVED IN THE INCLUSION PROCESS, THE GUIDE ENSURES THAT ALL CHILDREN BENEFIT FROM THE ASSISTANCE OF THE PARAPROFESSIONAL IN THE CLASSROOM |
N/A |
INC-2300-97 |
|
INCLUSION |
DISABILITY AWARENESS BOOK |
24 LESSONS FOR THE INCLUSIVE CLASSROOM |
TEACHERS |
INC-2300-98 |
|
INCLUSION |
DISABILITY AWARENESS PACKET |
BOX OF ASSISTIVE DEVICES FOR DISABLED |
TEACHERS |
INC-2300-98 |
|
INCLUSION |
VOL. 1: ADAPTING CURRICULAR MATER-IALS- AN OVERVIEW OF MATERIALS ADAPTATIONS. TOWARD SUCCESSFUL INCLUSION OF STUDENTS WITH DISABILITIES: THE ARCHITECTURE OF INSTRUCTION |
VOLUME 1 OF 3 BOOKS - COPY #1 |
TEACHERS |
INC-2300-99 |
|
INCLUSION |
VOL. 2: ADAPTING CURRICULAR MATERIALS - KINDERGARTEN THROUGH GRADE FIVE. ADAPTING READING AND MATH MATERIALS FOR THE INCLUSIVE CLASSROOM |
VOLUME 2 OF 3 BOOKS-COPY #1 |
TEACHERS |
INC-2300-99 |
|
INCLUSION |
VOL 3: ADAPTING CURRICULAR MATERIALS - GRADES SIX THROUGH EIGHT. ADAPTING LANGUAGE ARTS, SOCIAL STUDIES, AND SCIENCE MATERIALS FOR THE INCLUSIVE CLASSROOM |
VOLUME 3 OF 3 BOOKS-COPY #1 |
TEACHERS |
INC-2300-99 |
|
INCLUSION |
VOL. 1: ADAPTING CURRICULAR MATER-IALS- AN OVERVIEW OF MATERIALS ADAPTATIONS. TOWARD SUCCESSFUL INCLUSION OF STUDENTS WITH DISABILITIES: THE ARCHITECTURE OF INSTRUCTION |
VOLUME 1 OF 3 BOOKS-COPY #2 |
TEACHERS |
INC-2300-99 |
|
INCLUSION |
VOL. 2: ADAPTING CURRICULAR MATERIALS - KINDERGARTEN THROUGH GRADE FIVE. ADAPTING READING AND MATH MATERIALS FOR THE INCLUSIVE CLASSROOM |
VOLUME 2 OF 3 BOOKS-COPY #2 |
TEACHERS |
INC-2300-99 |
|
INCLUSION |
VOL 3: ADAPTING CURRICULAR MATERIALS - GRADES SIX THROUGH EIGHT. ADAPTING LANGUAGE ARTS, SOCIAL STUDIES, AND SCIENCE MATERIALS FOR THE INCLUSIVE CLASSROOM |
VOLUME 3 OF 3 BOOKS-COPY #2 |
TEACHERS |
INC-2300-99 |
|
INCLUSION |
VOL. 1: ADAPTING CURRICULAR MATER-IALS- AN OVERVIEW OF MATERIALS ADAPTATIONS. TOWARD SUCCESSFUL INCLUSION OF STUDENTS WITH DISABILITIES: THE ARCHITECTURE OF INSTRUCTION |
VOLUME 1 OF 3 BOOKS-COPY #3 |
TEACHERS |
INC-2300-99 |
|
INCLUSION |
VOL. 2: ADAPTING CURRICULAR MATERIALS - KINDERGARTEN THROUGH GRADE FIVE. ADAPTING READING AND MATH MATERIALS FOR THE INCLUSIVE CLASSROOM |
VOLUME 2 OF 3 BOOKS-COPY #3 |
TEACHERS |
INC-2300-99 |
|
INCLUSION |
VOL 3: ADAPTING CURRICULAR MATERIALS - GRADES SIX THROUGH EIGHT. ADAPTING LANGUAGE ARTS, SOCIAL STUDIES, AND SCIENCE MATERIALS FOR THE INCLUSIVE CLASSROOM |
VOLUME 3 OF 3 BOOKS-COPY #3 |
TEACHERS |
INC-2300-99 |
|
INCLUSION |
WORKING WITH STUDENTS IN THE INCLUSIVE CLASSROOM |
PROVIDES INSIGHT AND SPECIFIC SUGGESTIONS FOR PARAS RESPONSIBLE FOR MONITORING STUDENT PROGRESS AND PROVIDING OPTIMAL, APPROPRIATE SUPPORT |
N/A |
INC-2900-96 |
|
INCLUSION |
WORKING WITH OTHER ADULTS IN THE INCLUSIVE CLASSROOM |
PROVIDES INSIGHT FOR THE PARA ON RELATING TO THE REGULAR CLASSROOM TEACHER |
N/A |
INC-2900-96 |
|
LD/DYSLEXIA |
HOW TO REACH & TEACH STUDENTS WITH DYSLEXIA |
PRACTICAL STRATEGIES AND ACTIVITIES FOR HELPING STUDENTS WITH DYSLEXIA |
TEACHERS |
LDD-2300-00 |
|
LD/DYSLEXIA |
SOURCE FOR LEARNING DISABILITIES |
THIS RESOURCE GIVES YOU COMPREHENSIVE INFORMATION BOUT FEDERAL MANDATES, TEAMING, TRANSITIONING, AND INVOLVING PARENTS. YOU'LL ALSO GET IN-DEPTH INFORMATION ABOUT THE SOCIAL AND EMOTIONAL ASPECTS OF LEARNING DISABILITIES, AND MANAGEMENT AND INTERVENTION I |
AGES 3-ADULT |
LDD-2300-00 |
|
LD/DYSLEXIA |
HELPING ADOLESCENTS WITH ADHD & LEARNING DISABILITIES |
READY-TO-USE TIPS, TECHNIQUES, AND CHECKLISTS FOR SCHOOL SUCCESS |
JR.HIGH/HIGH |
LDD-2300-01 |
|
LD/DYSLEXIA |
WHY ARE YOU CALLING ME LD? |
STUDENT BOOK AND TEACHER GUIDE INCLUDED. WRITTEN TO HELP STUDENTS UNDERSTAND THE MEANING OF THE TERM "LEARNING DISABILITY" AND TO SHOW THAT HAVING A LEARNING DISABILITY DOES NOT STOP PEOPLE FROM ACCOMPLISHING GREAT THINGS AND HAVING SUCCESSFUL LIVES (I |
JR. HIGH/ HIGH |
LDD-2300-02 |
|
LD/DYSLEXIA |
DYSLEXIA AND LEARNING STYLE |
THIS BOOK AIMS TO SHARE WITH OTHERS A RANGE OF PROVEN TEACHING TECHNIQUES THAT HAVE BEEN SUCCESSFUL WITH DYSLEXIC STUDENTS IN SCHOOLS AND COLLEGES. |
ALL |
LDD-2300-03 |
|
LD/DYSLEXIA |
DYSLEXIA AND LEARNING STYLE |
THIS BOOK AIMS TO SHARE WITH OTHERS A RANGE OF PROVEN TEACHING TECHNIQUES THAT HAVE BEEN SUCCESSFUL WITH DYSLEXIC STUDENTS IN SCHOOLS AND COLLEGES. |
ALL |
LDD-2300-03 |
|
LD/DYSLEXIA |
JOSH A BOY WITH DYSLEXIA |
SHARES FEARS, TRAGEDIES, AND TRIUMPHS OF A BOY WITH DYSLEXIA |
ALL |
LDD-2300-88 |
|
LD/DYSLEXIA |
COMPLETE LEARNING DISABILITIES HANDBOOK |
READY-TO-USE TECHNIQUES FOR TEACHING LEARNING HANDICAPPED STUDENTS |
TEACHERS |
LDD-2300-89 |
|
LD/DYSLEXIA |
KEEPING A HEAD IN SCHOOL |
A STUDENT'S BOOK ABOUT LEARNING ABILITIES AND LEARNING DISORDERS-DR. MEL LEVINE. PURPOSE IS TO PREVENT HARMFUL MISUNDERSTANDINGS ABOU TLEARNING DISORDERS |
N/A |
LDD-2300-90 |
|
LD/DYSLEXIA |
SURVIVAL GUIDE FOR KIDS WITH LD |
BOOK-LEARNING DIFFERENCE |
JR. HIGH/ HIGH |
LDD-2300-90 |
|
LD/DYSLEXIA |
SCHOOL SURVIVAL GUIDE FOR KIDS WITH LD |
WAYS TO MAKE LEARNING EASIER AND MORE FUN |
ELEM |
LDD-2300-91 |
|
LD/DYSLEXIA |
COMPLETE READING DISABILITIES HANDBOOK |
READY-TO-USE TECHNIQUES FOR TEACHING READING DISABLED STUDENTS |
TEACHERS |
LDD-2300-93 |
|
LD/DYSLEXIA |
TUNED-IN, TURNED-ON BOOK ABOUT LEARNING PROBLEMS |
BOOK OFFERS A POSITIVE APPROACH TO HELPING STUDENTS IDENTIFY THEIR INDIVIDUAL LEARNING STRENGTHS AND GIVES MANY PRACTICAL SUGGESTIONS THAT STUDENTS CAN USE TO "WORK AROUND" THEIR LEARNING PROBLEMS. INCLUDES TWO CASSETTES |
PRETEENS/TEENS |
LDD-2300-94 |
|
LD/DYSLEXIA |
LD CHILD AND THE ADHD CHILD |
WAYS PARENTS AND PROFESSIONALS CAN HELP |
ALL |
LDD-2300-96 |
|
LD/DYSLEXIA |
MANY WAYS TO LEARN |
BOOK-YOUNG PEOPLE'S GUIDE TO LEARNING DISABILITIES |
UPPER ELEM/ JR. HIGH |
LDD-2300-96 |
|
LD/DYSLEXIA |
CLASSROOM SUCCESS FOR THE LD AND ADHD CHILD |
PRACTICAL SUGGESTIONS ON RECOGNIZING THE LD/ADHD CHILD, ADJUSTING TEACHING TECHNIQUES, ADAPTING TEXTS AND OTHER MATERIALS, USING SPECIALISTS EFFECTIVEY, ADJUSTING CLASSROOM MANAGEMENT PROCEDURES AND TESTING AND GRADING FAIRLY |
N/A |
LDD-2300-97 |
|
LD/DYSLEXIA |
SOURCE FOR NONVERBAL LEARNING DISORDERS |
BOOK-COPY #1 |
PARENTS/ PROF |
LDD-2300-97 |
|
LD/DYSLEXIA |
SOURCE FOR NONVERBAL LEARNING DISORDERS |
BOOK-COPY #2 |
PARENTS/ PROF. |
LDD-2300-97 |
|
LD/DYSLEXIA |
SUCCEEDING WITH LD |
20 TRUE STORIES ABOUT REAL PEOPLE WITH LD |
PARENTS/ PROF |
LDD-2300-97 |
|
LD/DYSLEXIA |
SOURCE FOR DYSLEXIA AND DYSGRAPHIA |
FROM DIAGNOSIS TO DEVELOPMENTAL STRATEGIES TO HOW-TO TECHNIQUES, THIS BOOK IS THE DEFINITIVE AUTHORITY ON STUDENTS WHO HAVE DIFFICULTY WITH THE READING AND WRITING PROCESS. THE FIRST SECTION PROVIDES DETAILED INFORMATION ON IDENTIFYING, UNDERSTANDING, AN |
AGE 6-18 |
LDD-2300-99 |
|
MEDICATION |
OTTO LEARNS ABOUT HIS MEDICINE |
A STORY ABOUT MEDICATION FOR HYPERACTIVE CHILDREN |
N/A |
MED-2300-88 |
|
MEDICATION |
NATURAL PROZAC |
BOOK-LEARNING TO RELEASE YOUR BODY'S OWN ANTI-DEPRESSANTS |
PARENTS/ PROF |
MED-2300-97 |
|
MEDICATION |
STRAIGHT TALK ABOUT PSYCHIATRIC MEDICATIONS FOR KIDS - Copy #1 |
BOOK |
PARENTS/ PROF |
MED-2300-99 |
|
MEDICATION |
STRAIGHT TALK ABOUT PSYCHIATRIC MEDICATIONS FOR KIDS - Copy #2 |
BOOK |
PARENTS/ PROF |
MED-2300-99 |
|
OCD/ODD/CD |
OBSESSIVE-COMPULSIVE DISORDER |
HELP FOR CHILDREN AND ADOLESCENTS |
N/A |
OCD-2300-00 |
|
OCD/ODD/CD |
FRESH APPROACHES TO WORKING WITH PROBLEMATIC BEHAVIOR |
A CHILDHOOD EXPERT AND TEACHERS SHARE THEIR STRATEGIES FOR REACHING AND TEACHING CHILDREN WHO DISRUPT, WITHDRAW, AND OTHERWISE STRUGGLE TO BE A HARMONIOUS PART OF THE CLASSROOM |
K-5 |
OCD-2300-01 |
|
OCD/ODD/CD |
EDUCATING OPPOSITIONAL AND DEFIANT CHILDREN |
OPPOSITIONAL AND DEFIANT CHILDREN PRESENT A MAJOR CHALLENGE FOR TEACHERS AND OTHER EDUCATORS. STUDENTS WITH SERIOUS BEHAVIOR DISORDERS CAN BECOME AGGRESSIVE, DISRUPTIVE, AND EVEN VIOLENT IN CLASS. BUT INSTEAD OF BECOMING FRUSTRATED WITH THIS ANTISOCIAL |
N/A |
OCD-2300-03 |
|
OCD/ODD/CD |
DEFIANT CHILDREN |
A CLINICIAN'S MANUAL FOR PARENT TRAINING |
PROF |
OCD-2300-87 |
|
OCD/ODD/CD |
DEFIANT CHILDREN |
PARENT-TEACHER ASSIGNMENTS |
PARENTS/PROF |
OCD-2300-87 |
|
OCD/ODD/CD |
BOY WHO COULDN'T STOP WASHING-COPY #1 |
THE EXPERIENCE AND TREATMENT OF OBSESSIVE-COMPULSIVE DISORDER |
N/A |
OCD-2300-89 |
|
OCD/ODD/CD |
BOY WHO COULDN'T STOP WASHING-COPY #2 |
THE EXPERIENCE AND TREATMENT OF OBSESSIVE-COMPULSIVE DISORDER |
N/A |
OCD-2300-89 |
|
OCD/ODD/CD |
TOUGH KID TOOL BOX |
N/A |
PROF |
OCD-2300-94 |
|
OCD/ODD/CD |
TOUGH KID SOCIAL SKILLS BOOK |
TEACHES HOW TO IDENTIFY AND ASSESS TOUGH KIDS AND PROVIDES THEM WITH EFFECTIVE TECHNIQUES FOR TURNING THESE KIDS AROUND |
PROF |
OCD-2300-95 |
|
OCD/ODD/CD |
ACTING OUT CHILD |
COPING WITH CLASSROOM DISRUPTION |
ALL |
OCD-2300-97 |
|
OCD/ODD/CD |
CONDUCT DISORDER AND UNDER-ACHIEVEMENT |
RISK FACTORS, ASSESSMENT, TREATMENT AND PREVENTION |
PROF |
OCD-2300-97 |
|
OCD/ODD/CD |
IF MY KIDS SO NICE…WHY'S HE DRIVING ME CRAZY |
STRAIGHT TALK ABOUT THE "GOOD KID" DISORDER |
N/A |
OCD-2300-97 |
|
OCD/ODD/CD |
TOUGH KID BOOK |
PRACTICAL CLASSROOM MANAGEMENT |
PROF |
OCD-2300-97 |
|
OCD/ODD/CD |
FORMS FOR HELPING CHILDREN WITH O.C.D. |
WIDE ARRAY OF FORMS COVER IMPORTANT AREAS IN THE THERAPEUTIC PROCESS SUCH AS ASSESSMENT OF SYMPTOMS, PSYCHOEDUCATION, TARGETING THE SYMPTOMS AND HOMEWORK ASSIGNMENTS |
N/A |
OCD-2300-98 |
|
OCD/ODD/CD |
FORMS FOR HELPING THE OPPOSITIONAL CHILD |
DOZENS OF FORMS THAT COVER THE COUNSELING PROCESS FROM ASSESSMENT TO TERMINATION |
N/A |
OCD-2300-98 |
|
OCD/ODD/CD |
DEFIANT TEENS |
A CLINICIAN'S MANUAL FOR ASSESSMENT AND FAMILY INTERVENTION |
PROF |
OCD-2300-99 |
|
ORGANIZATION/ STUDY SKILLS |
WINNING THE STUDY GAME - GUIDE FOR RESOURCE SPECIALISTS |
A SYSTEMATIC PROGRAM FOR TEACHING MIDDLE SCHOOL AND HIGH SCHOOL SPECIAL EDUCATION STUDENTS STUDY, STRATEGIC-THINKING, TIME-MANAGEMENT, AND PROBLEM-SOLVING SKILLS |
6-11 |
ORG-2300-02 |
|
ORGANIZATION/ STUDY SKILLS |
WINNING THE STUDY GAME - LEARNING HOW TO SUCCEED IN SCHOOL |
STUDENT EDITION WORKBOOK. GOES WITH THE BOOK ABOVE - TEACHER'S EDITION |
6-11 |
ORG-2300-02 |
|
ORGANIZATION/ STUDY SKILLS |
WINNING THE STUDY GAME - LEARNING HOW TO SUCCEED IN SCHOOL |
REPRODUCIBLE EDITION |
6-11 |
ORG-2300-02 |
|
ORGANIZATION/ STUDY SKILLS |
125 WAYS TO BE A BETTER STUDENT-COPY #1 |
A PROGRAM FOR STUDY SKILLS SUCCESS |
5TH-ADULT |
ORG-2300-87 |
|
ORGANIZATION/ STUDY SKILLS |
125 WAYS TO BE A BETTER STUDENT-COPY #2 |
A PROGRAM FOR STUDY SKILLS SUCCESS |
5TH-ADULT |
ORG-2300-87 |
|
ORGANIZATION/ STUDY SKILLS |
LEE CANTER'S HOMEWORK WITHOUT TEARS |
A PARENT'S GUIDE FOR MOTIVATING CHILDREN TO DO HOMEWORK AND TO SUCCEED IN SCHOOL |
PARENTS |
ORG-2300-87 |
|
ORGANIZATION/ STUDY SKILLS |
LEE CANTER'S HOMEWORK WITHOUT TEARS FOR TEACHERS GRADES 1-3 |
LESSON PLANS, WORKSHEETS, STUDY SKILLS, PARENT TIP SHEETS, MOTIVATIONAL IDEAS, AWARDS |
PROF |
ORG-2300-88 |
|
ORGANIZATION/ STUDY SKILLS |
LEE CANTER'S HOMEWORK WITHOUT TEARS FOR TEACHERS GRADES 4-6 |
LESSON PLANS, WORKSHEETS, STUDY SKILLS, PARENT TIP SHEETS, MOTIVATIONAL IDEAS, AWARDS |
PROF |
ORG-2300-88 |
|
ORGANIZATION/ STUDY SKILLS |
LEE CANTER'S HOMEWORK WITHOUT TEARS PRACTICE HOMEWORK GRADES 4-6 |
OPEN-ENDED HOMEWORK ASSIGNMENTS THAT CAN BE INDIVIDUALIZED |
PROF |
ORG-2300-89 |
|
ORGANIZATION/ STUDY SKILLS |
LEE CANTER'S HOMEWORK WITHOUT TEARS FOR TEACHERS GRADES 7-12 |
LESSON PLANS, WORKSHEETS, HOMEWORK HANDBOOK FOR PARENTS, MOTIVATIONAL IDEAS, HOMEWORK POLICY, STUDY SKILLS |
PROF |
ORG-2300-89 |
|
ORGANIZATION/ STUDY SKILLS |
LEE CANTER'S PARENTS ON YOUR SIDE |
A COMPREHENSIVE PARENT INVOLVEMENT PROGRAM FOR TEACHERS |
PROF |
ORG-2300-91 |
|
ORGANIZATION/ STUDY SKILLS |
CRASH COURSE FOR STUDY SKILLS |
WORKBOOK STYLE: SETTING GOALS, MANAGING TIME, LISTENING, TAKING NOTES, STUDYING, TAKING TESTS, LEARNING ATTITUDE AND LEARNING STYLE |
AGE 12-ADULT |
ORG-2300-93 |
|
ORGANIZATION/ STUDY SKILLS |
LEE CANTER'S TEACHING RESPONSIBLE HOMEWORK HABITS |
MOTIVATING LESSONS TO TEACH STUDENTS HOMEWORK SKILLS |
1-3 |
ORG-2300-93 |
|
ORGANIZATION/ STUDY SKILLS |
STUDY SKILLS HANDBOOK GRADES 4-8 |
MORE THAN 75 STRATEGIES FOR BETTER LEARNING |
PROF |
ORG-2300-94 |
|
ORGANIZATION/ STUDY SKILLS |
GRAPHIC ORGANIZERS |
VISUAL STRATEGIES FOR ACTIVE LEARNING |
K-8 |
ORG-2300-95 |
|
ORGANIZATION/ STUDY SKILLS |
STUDY STRATEGIES MADE EASY-COPY #1 |
A PRACTICAL PLAN FOR SCHOOL SUCCESS-TEACHES STUDENTS HOW TO LEARN - THE TRUE KEY TO ACQUIRING KNOWLEDGE. STRATEGIES FOCUS ON ORGANIZATIONAL SKILLS, TIME MANAGEMENT, IMPROVING READING COMPREHENSION, VOCABULARY DEVELOPMENT, COMMUNICATION, HOW TO STUDY FOR |
Grades 6-12 |
ORG-2300-97 |
|
ORGANIZATION/ STUDY SKILLS |
STUDY STRATEGIES MADE EASY-COPY #2 |
A PRACTICAL PLAN FOR SCHOOL SUCCESS BOOK AND VIDEO. TEACHES STUDENTS HOW TO LEARN - THE TRUE KEY TO ACQUIRING KNOWLEDGE. STRATEGIES FOCUS ON ORGANIZATIONAL SKILLS, TIME MANAGEMENT, IMPROVING READING COMPREHENSION, VOCABULARY DEVELOPMENT, COMMUNICATION, H |
Grades 6-12 |
ORG-2300-97 |
|
ORGANIZATION/ STUDY SKILLS |
HELPING YOUR CHILD MAKE FRIENDS |
A STEP-BY-STEP GUIDE TO SOLVING THE MOST COMMON PARENTING PROBLEMS |
PARENTS |
ORG-2300-98 |
|
ORGANIZATION/ STUDY SKILLS |
WHAT PARENTS NEED TO KNOW |
ESSENTIAL INFORMATION FOR PARENTS ABOUT COMMON CHILDHOOD PROBLEMS |
PARENTS |
ORG-2300-98 |
|
ORGANIZATION/ STUDY SKILLS |
50 GRAPHIC ORGANIZERS |
FOR READING, WRITING AND MORE. REPRODUCIBLE TEMPLATES, STUDENT SAMPLES, AND EASY STRATEGIES TO SUPPORT EVERY LEARNER |
4-8 |
ORG-2300-99 |
|
ORGANIZATION/ STUDY SKILLS |
BIG BOOK OF REPRODUCIBLE GRAPHIC ORGANIZERS |
50 GREAT TEMPLATES TO HELP KIDS GET MORE OUT OF READING, WRITING, SOCIAL STUDIES & MORE. A GREAT WAY TO MOTIVATE VISUAL LEARNERS! |
ALL GRADES |
ORG-2300-99 |
|
OTHER DISORDERS |
BIPOLAR DISORDERS |
A GUIDE TO HELPING CHILDREN & ADOLESCENTS COVERS THE RANGE OF TOPICS THAT PARENTS NEED TO KNOW IN ORDER TO HELP THEIR CHILDREN |
N/A |
OTDIS-2300-00 |
|
OTHER DISORDERS |
EATING DISORDERS INITIATIVE |
BODYWISE MATERIALS |
6-8 GRADE |
OTDIS-2300-00 |
|
OTHER DISORDERS |
PERVASIVE DEVELOPMENTAL DISORDER |
BOOK EXPLAINS WHAT IT MEANS FOR YOUR CHILD TO BE DIAGNOSED WITH PDD, NOS, AUTISM OR ASPERGER SYNDROME, AND WHERE YOU GO FROM THERE |
PARENTS |
OTDIS-2300-00 |
|
OTHER DISORDERS |
SOURCE FOR SYNDROMES 2 |
SEQUEL AND COMPANION TO SOURCE FOR SYNDROMES |
BIRTH-18 |
OTDIS-2300-00 |
|
OTHER DISORDERS |
PARTIAL SEIZURE DISORDERS - HELP FOR PATIENTS AND FAMILIES |
NO-NONSENSE, STEP-BY-STEP APPROACH TO PARTIAL SEIZURE DISORDERS BASED ON THE LATEST MEDICAL RESEARCH AND THE PERSONAL EXPERIENCES OF PEOPLE WITH THESE DISORDERS |
N/A |
OTDIS-2300-01 |
|
OTHER DISORDERS |
OVEREATING: LETS TALK ABOUT IT |
BOOK ON WHY PEOPLE OVEREAT AND WHAT CAN BE DONE ABOUT IT |
N/A |
OTDIS-2300-87 |
|
OTHER DISORDERS |
A PARENT'S GUIDE TO DOWN SYNDROME |
TOWARD A BRIGHTER FUTURE - HIGHLIGHTS IMPORTANT DEVELOPMENTAL STAGES IN THE LIFE OF A CHILD WITH DOWN SYNDROME |
PARENTS |
OTDIS-2300-90 |
|
OTHER DISORDERS |
HELPING THE CHILD WHO DOESN'T FIT IN-COPY #1 |
BOOK |
PROF |
OTDIS-2300-92 |
|
OTHER DISORDERS |
HELPING THE CHILD WHO DOESN'T FIT IN-COPY #2 |
BOOK |
PROF |
OTDIS-2300-92 |
|
OTHER DISORDERS |
REACHING OUT TO CHILDREN WITH FAS/FAE |
HANDBOOK FOR TEACHERS, COUNSELORS, AND PARENTS WHO WORK WITH CHILDREN AFFECTED BY FETAL ALCOHOL SYNDROME & FETAL ALCOHOL EFFECTS |
PROF |
OTDIS-2300-94 |
|
OTHER DISORDERS |
TEACHING READING TO CHILDREN WITH DOWN SYNDROME |
A GUIDE FOR PARENTS AND TEACHERS |
PARENTS/ TEACHERS |
OTDIS-2300-95 |
|
OTHER DISORDERS |
INCIDENTAL HEROES |
DISABLING THE MYTHS ABOUT MULTIPLE SCLEROSIS |
N/A |
OTDIS-2300-99 |
|
OTHER DISORDERS |
SOURCE FOR SYNDROMES-Copy #1 |
IMPROVED EDUCATION/AWARENESS OF DISABILITIES |
BIRTH-8 |
OTDIS-2300-99 |
|
OTHER DISORDERS |
SOURCE FOR SYNDROMES-Copy #2 |
IMPROVED EDUCATION/AWARENESS OF DISABILITIES |
BIRTH-8 |
OTDIS-2300-99 |
|
OTHER DISORDERS |
TEACHING THE TIGER |
A HANDBOOK FOR INDIVIDUALS INVOLVED IN THE EDUCATION OF STUDENTS WITH ADD, TOURETTE SYNDROME OR OBSESSIVE-COMPULSIVE DISORDER |
PARENTS/ TEACHERS |
OTDIS-2300-99 |
|
PARENTING |
SELF-HELP GUIDE FOR SPECIAL KIDS AND THEIR PARENTS |
BOOK DESCRIBES THE PROBLEMS THAT AN SP MAY FACE, AND THE SOLUTIONS WHICH THEY HAVE FOUND TO WORK SUCCESSFULLY |
PARENTS |
PAR-2300-00 |
|
PARENTING |
VICKI LANSKY'S BEST PRACTICAL PARENTING TIPS |
OVER 1000 PARENT-TESTED IDEAS FOR THE FIRST FIVE YEARS |
PARENTS |
PAR-2300-80 |
|
PARENTING |
STRONG-WILLED CHILD |
BOOK-BIRTH THROUGH ADOLESCENCE |
PARENTS |
PAR-2300-86 |
|
PARENTING |
HANDBOOK OF PARENT TRAINING |
PARENTS AS CO-THERAPISTS FOR CHILDREN'S BEHAVIOR PROBLEMS |
PARENTS |
PAR-2300-89 |
|
PARENTING |
NEGOTIATING PARENT ADOLESCENT CONFLICT |
A BEHAVIORAL-FAMILY SYSTEM APPROACH |
PARENTS |
PAR-2300-89 |
|
PARENTING |
PICK UP YOUR SOCKS AND OTHER SKILLS GROWING CHILDREN NEED |
A PRACTICAL GUIDE TO RAISING RESPONSIBLE CHILDREN |
PARENTS/PROF |
PAR-2300-90 |
|
PARENTING |
WIN THE WHINING WAR AND OTHER SKIRMISHES-COPY #1 |
A FAMILY PEACE PLAN |
PARENTS |
PAR-2300-91 |
|
PARENTING |
WIN THE WHINING WAR AND OTHER SKIRMISHES-COPY #2 |
A FAMILY PEACE PLAN |
PARENTS |
PAR-2300-91 |
|
PARENTING |
ANSWER IS NO: SAYING IT AND STICKING TO IT COPY #1 |
HELP FOR PARENTS OF 2 TO 12 YEAR OLDS HOW TO LIMIT |
PARENTS |
PAR-2300-94 |
|
PARENTING |
ANSWER IS NO: SAYING IT AND STICKING TO IT COPY #2 |
HELP FOR PARENTS OF 2 TO 12 YEAR OLDS HOW TO LIMIT |
PARENTS |
PAR-2300-94 |
|
PARENTING |
KIDS ARE WORTH IT! |
GIVING YOUR CHILD THE GIFT OF INNER DISCIPLINE |
PARENTS |
PAR-2300-94 |
|
PARENTING |
RAISING A THINKING CHILD |
HELP YOUR CHILD TO RESOLVE EVERYDAY CONFLICTS AND GET ALONG WITH OTHERS |
PARENTS |
PAR-2300-94 |
|
PARENTING |
SURVIVAL TIPS FOR WORKING MOMS |
297 REAL TIPS FROM REAL MOMS-FOOD, CLOTHES, MORNING, EVENING, ERRANDS, CHORES, HOME-WORK, GROWN-UP TIME & MORE |
PARENTS |
PAR-2300-94 |
|
PARENTING |
PARENTING THE STRONG-WILLED CHILD |
THE CLINICALLY PROVEN FIVE-WEEK PROGRAM FOR PARENTS OF TWO- TO SIX-YEAR-OLDS. A PROGRAM TO HELP PARENTS OF STRONG-WILLED CHILDREN FIND POSITIVE AND MANAGEABLE SOLUTIONS TO THEIR CHILDREN'S DIFFICULT BEHAVIOR |
PARENTS |
PAR-2300-96 |
|
PARENTING |
WHERE THE HEART IS Copy #1 |
STORIES OF HOME AND FAMILY |
PARENTS |
PAR-2300-96 |
|
PARENTING |
WHERE THE HEART IS Copy #2 |
STORIES OF HOME AND FAMILY |
PARENTS |
PAR-2300-96 |
|
PARENTING |
RAISING SMART KIDS |
A WORKBOOK FOR INCREASING YOUR CHILD'S POTENTIAL |
PARENTS |
PAR-2300-97 |
|
PARENTING |
GROWING UP AGAIN |
PARENTING OURSELVES, PARENTING OUR CHILDREN |
PARENTS |
PAR-2300-98 |
|
PARENTING |
HELPING YOUR CHILD MAKE FRIENDS |
A STEP-BY-STEP GUIDE TO SOLVING THE MOST COMMON PARENTING PROBLEMS |
PARENTS |
PAR-2300-98 |
|
PARENTING |
I WISH…… |
DREAMS AND REALITIES OF PARENTING A SPECIAL NEEDS CHILD |
PARENTS |
PAR-2300-98 |
|
PARENTING |
PARENT TALK Copy #1 |
WORDS THAT EMPOWER, WORDS THAT WOUND. HOW TO TALK TO YOUR CHILDREN IN LANGUAGE THAT BUILDS SELF-ESTEEM AND ENCOURAGES RESPONSIBILITY |
PARENTS |
PAR-2300-98 |
|
PARENTING |
PARENT TALK Copy #2 |
WORDS THAT EMPOWER, WORDS THAT WOUND. HOW TO TALK TO YOUR CHILDREN IN LANGUAGE THAT BUILDS SELF-ESTEEM AND ENCOURAGES RESPONSIBILITY |
PARENTS |
PAR-2300-98 |
|
PARENTING |
YOUR CHILD HAS A DISABILITY |
A COMPLETE SOURCEBOOK OF DAILY AND MEDICAL CARE |
PARENTS |
PAR-2300-98 |
|
TEACHER RESOURCES |
BEHAVIORAL SUPPORT |
TEACHER'S GUIDE TO INCLUSIVE PRACTICES |
TEACHERS |
TRS-2300-00 |
|
TEACHER RESOURCES |
IMPROVING TEST PERFORMANCE OF STUDENTS WITH DISABILITIES |
AN OUTLINE OF HOW SCHOOLS CAN IMPROVE STUDENT TEST PERFORMANCE, AND IMPROVE LEARNING AS A RESULT. EMPHASIZING PRACTICAL APPLICATIONS, THE AUTHORS MOVE STEP-BY-STEP THROUGH DIFFERENT APPROACHES TO IMPROVING THE PERFORMANCE OF STUDENTS WITH DISABILITIES |
N/A |
TRS-2300-00 |
|
TEACHER RESOURCES |
LEARNING CENTERS FOR INTERMEDIATE CLASSROOMS |
LEARNING CENTER ACTIVITIES TO ENCOURAGE INDEPENDENT LEARNING |
TEACHERS |
TRS-2300-00 |
|
TEACHER RESOURCES |
SELF-ADVOCACY FOR PEOPLE WITH DEVELOPMENTAL DISABILITIES |
TRAINER'S MANUAL |
N/A |
TRS-2300-00 |
|
TEACHER RESOURCES |
STANDARDS MEETING THEM IN THE CLASSROOM - PRIMARY |
WHAT IS OFFERED INTHIS BOOK ARE SELECTED SAMPLES OF SUBJECT MATTER STANDARDS AND BENCHMARKS. WE THEN PROVIDE A RICH RESERVOIR OF INSTRUCTIONAL ACTIVITIES WHICH THE TEACHER CAN EASILY APPLY IN HIS/HER OWN CLASSROOM AS HE/SHE SEEKS TO ASSIST STUDENTS IN S |
PRIMARY |
TRS-2300-00 |
|
TEACHER RESOURCES |
WINNING STRATEGIES FOR CLASSROOM MANAGEMENT |
COMPILATION OF STRATEGIES OBSERVED IN 35,000 CLASSROOMS |
PROF |
TRS-2300-00 |
|
TEACHER RESOURCES |
DESIGNING PERSONALIZED LEARNING FOR EVERY STUDENT |
THIS BOOK OFFERS ANSWERS-AND CHALLENGES SCHOOLS TO REINVENT THEMSELVES AS MORE FLEXIBLE, CREATIVE LEARNING COMMUNITIES THAT INCLUDE AND ARE RESPONSIVE TO A FULL RANGE OF HUMAN DIVERSITY |
N/A |
TRS-2300-01 |
|
TEACHER RESOURCES |
GENERAL EDUCATOR'S GUIDE TO SPECIAL EDUCATION |
A RESOURCE HANDBOOK FOR ALL WHO WORK WITH CHILDREN WITH SPECIAL NEEDS. THIS PRACTICAL AND EASY-TO-USE PUBLICATION IS DIVIDED INTO FIVE IMPORTANT SECTIONS |
TEACHERS |
TRS-2300-01 |
|
TEACHER RESOURCES |
HANDS-ON ACTIVITIES FOR EXCEPTIONAL STUDENTS |
EDUCATIONAL AND PRE-VOCATIONAL ACTIVITIES FOR STUDENTS WITH COGNITIVE DELAYS. OVER 70 CLASSROOM TESTED ACTIVITIES FOR PRE-VOCATIONAL, MATHEMATICS, READING, AND LANGUAGE |
TEACHERS |
TRS-2300-01 |
|
TEACHER RESOURCES |
OUR CLASSROOM: WE CAN LEARN TOGETHER Copy #1 |
SHOWS YOU HOW TO CREATE A SETTING THAT ENCOURAGES STUDENT INTEREST AND PARTICIPATION |
N/A |
TRS-2300-01 |
|
TEACHER RESOURCES |
OUR CLASSROOM: WE CAN LEARN TOGETHER Copy #2 |
SHOWS YOU HOW TO CREATE A SETTING THAT ENCOURAGES STUDENT INTEREST AND PARTICIPATION |
N/A |
TRS-2300-01 |
|
TEACHER RESOURCES |
SPIRIT WHISPERERS Copy #1 |
TEACHERS WHO NOURISH A CHILD'S SPIRIT |
TEACHERS |
TRS-2300-01 |
|
TEACHER RESOURCES |
SPIRIT WHISPERERS Copy #2 |
TEACHERS WHO NOURISH A CHILD'S SPIRIT |
TEACHERS |
TRS-2300-01 |
|
TEACHER RESOURCES |
STUDENT LED IEP'S A GUIDE FOR STUDENT INVOLVEMENT |
A GUIDE FOR STUDENT INVOLVEMENT IN IEP'S |
TEACHERS |
TRS-2300-01 |
|
TEACHER RESOURCE |
MICHIGAN RESOURCE GUIDE FOR PERSONS WITH TRAUMATIC BRAIN INJURY |
RESOURCE GUIDE |
N/A |
TRS-2300-02 |
|
TEACHER RESOURCES |
BEHAVIOR INTERVENTION MANUAL |
GOALS, OBJECTIVES, AND INTERVENTION STRATEGIES FOR ADAPTIVE BEHAVIOR |
TEACHERS |
TRS-2300-02 |
|
TEACHER RESOURCES |
MEETING THE CHALLENGE: SPECIAL EDUCATION TOOLS THAT WORK FOR ALL KIDS |
TEACHERS WILL FIND EFFECTIVE STRATEGIES TO USE WITH STUDENTS STRUGGLING TO OVERCOME ACADEMIC OR BEHAVIORAL DIFFICULTIES. PROVIDES A TOOL KIT OF SPECIALIZED RESOURCES TO PREPARE EVERY EDUCATOR TO MEET THE INDIVIDUALIZED NEEDS OF ANY STUDENT. KIT INCLUDES |
TEACHERS |
TRS-2300-02 |
|
TEACHER RESOURCE |
MICHIGAN RESOURCE GUIDE FOR PERSONS WITH TRAUMATIC BRAIN INJURY |
RESOURCE GUIDE |
N/A |
TRS-2300-02 |
|
TEACHER RESOURCES |
QUANTUM TEACHING |
ORCHESTRATING STUDENT SUCCESS |
PROF |
TRS-2300-82 |
|
TEACHER RESOURCES |
TALK SENSE TO YOURSELF: THE LANGUAGE OF PERSONAL POWER Copy #1 |
WILL HELP YOU STRUCTURE YOUR LANGUAGE PATTERNS TO PUT MORE CHOICE AND POSSIBILITY IN YOUR LIFE |
TEACHERS |
TRS-2300-85 |
|
TEACHER RESOURCES |
TALK SENSE TO YOURSELF: THE LANGUAGE OF PERSONAL POWER Copy #2 |
WILL HELP YOU STRUCTURE YOUR LANGUAGE PATTERNS TO PUT MORE CHOICE AND POSSIBILITY IN YOUR LIFE |
TEACHERS |
TRS-2300-85 |
|
TEACHER RESOURCES |
HANDBOOK OF RESEARCH ON TEACHING |
BOOK |
PROF |
TRS-2300-86 |
|
TEACHER RESOURCES |
TEACHER TALK: WHAT IT REALLY MEANS Copy #1 |
A TREASURY OF PRACTICAL IDEAS FOR TEACHERS |
TEACHERS |
TRS-2300-89 |
|
TEACHER RESOURCES |
TEACHER TALK: WHAT IT REALLY MEANS Copy #2 |
A TREASURY OF PRACTICAL IDEAS FOR TEACHERS |
TEACHERS |
TRS-2300-89 |
|
TEACHER RESOURCES |
FIRST DAYS OF SCHOOL |
HOW TO BE AN EFFECTIVE TEACHER |
PROF |
TRS-2300-91 |
|
TEACHER RESOURCES |
PLAY THERAPY WITH CHILDREN IN CRISIS |
A CASEBOOK FOR PRACTITIONERS |
N/A |
TRS-2300-91 |
|
TEACHER RESOURCES |
STRATEGIES FOR TEACHER COLLABORATION |
RESOURCE TO HELP SCHOOL-BASED TEAMS BRING COLLABORATIVE TEACHING INTO PRACTICE. PROVIDES 18 SPECIFIC INSERVICE ACTIVITIES TO HELP TEACHERS UNDERSTAND THE DYNAMICS OF COLLABORATION |
TEACHERS |
TRS-2300-91 |
|
TEACHER RESOURCES |
ACTIVITIES THAT TEACH |
60 HANDS-ON ACTIVITIES |
ALL |
TRS-2300-93 |
|
TEACHER RESOURCES |
SCHOOL HEALTH: POLICY AND PRACTICE |
BOOK |
PROF |
TRS-2300-93 |
|
TEACHER RESOURCES |
SPECIAL ED TEACHER'S SURVIVAL GUIDE |
BOOK |
SEC |
TRS-2300-93 |
|
TEACHER RESOURCES |
A SURVIVAL KIT FOR THE SPECIAL EDUCATION TEACHER |
PROVEN GUIDELINES, TECHNIQUES AND MATERIALS FOR FACILITATING THE EDUCATION OF SPECIAL STUDENTS |
PROF |
TRS-2300-94 |
|
TEACHER RESOURCES |
TEACHER'S RESOURCE GUIDE |
THE STAFF DEVELOPMENT GUIDE TO THE MOST COMMON LEARNING AND BEHAVIOR PROBLEMS ENCOUNTERED IN THE EDUCATIONAL ENVIRONMENT |
PROF |
TRS-2300-94 |
|
TEACHER RESOURCES |
101 WAYS TO DEVELOP STUDENT SELF-ESTEEM AND RESPONSIBILITY |
101 DYNAMIC ACTIVITIES TO HELP STUDENTS IMPROVE THEIR SELF-ESTEEM AND ACCEPT RESPONSIBILITY FOR THEIR LIVES |
N/A |
TRS-2300-95 |
|
TEACHER RESOURCES |
A MULTIPLE INTELLIGENCES ROAD TO A QUALITY CLASSROOM |
THIS UNIQUE AND PRACTICAL BOOK OFFERS READY-TO-USE MULTIPLE INTELLIGENCES LESSONS TO HELP YOUR STUDENTS UNDERSTAND AND PRACTICE CONTROL THERAPY IN THE CLASSROOM |
ALL |
TRS-2300-95 |
|
TEACHER RESOURCES |
ADAPTIVE BEHAVIOR INTERVENTION MANUAL |
GOALS, OBJECTIVES, AND INTERVENTION STRATEGIES FOR ADAPTIVE BEHAVIOR |
TEACHERS |
TRS-2300-95 |
|
TEACHER RESOURCES |
COGNITIVE STRATEGY INSTRUCTION THAT REALLY IMPROVES CHILDRENS ACADEMIC PERFORMANCE |
PRESENTS COGNITIVE STRATEGIES TO IMPROVE COMPETENCE IN THE ELEM AND MIDDLE SCHOOL SKILLS AND CONTENT AREAS - DECODING, READING COMP., VOCAB., SPELLING, WRITING, SCIENCE AND MATHEMATICS |
1-9 |
TRS-2300-95 |
|
TEACHER RESOURCES |
SUPER TEACHING |
OVER 1000 EASY-TO-USE AND PRACTICAL STRATEGIES |
PROF |
TRS-2300-95 |
|
TEACHER RESOURCES |
TEXTBOOKS AND THE STUDENTS WHO CANT READ THEM |
A GUIDE TO TEACHING CONTENT. THIS BOOK PROPOSES TWO MAJOR SHIFTS IN HOW TO INVOLVE LOW READERS MORE EFFECTIVELY IN TEXTBOOK LEARNING. PRESENTS SUGGESTIONS TO SHARPEN TEACHERS CONSUMER SKILLS WHEN SELECTING TEXTBOOKS FOR AN INCREASINGLY DIVERSE POPULATIO |
TEACHERS |
TRS-2300-95 |
|
TEACHER RESOURCES |
BEST PRACTICES |
BEHAVIORAL AND EDUCATIONAL STRATEGIES FOR TEACHERS |
TEACHERS |
TRS-2300-96 |
|
TEACHER RESOURCES |
POSITIVE BEHAVIORAL SUPPORT |
BOOK-INCLUDING PEOPLE WITH DIFFICULT BEHAVIOR IN THE COMMUNITY |
PROF |
TRS-2300-96 |
|
TEACHER RESOURCES |
PRACTICAL CLASSROOM MANAGEMENT STRATEGIES |
COPING WITH CLASSROOM DISRUPTION |
PROF |
TRS-2300-97 |
|
TEACHER RESOURCES |
SECTION 504 IN THE CLASSROOM |
HOW TO DESIGN AND IMPLEMENT ACCOMMODATION PLANS/WORKSHEETS |
TEACHERS |
TRS-2300-98 |
|
TEACHER RESOURCES |
SPECIAL KIDS PROBLEM SOLVER |
READY-TO-USE INTERVENTIONS FOR HELPING ALL STUDENTS WITH ACADEMIC, BEHAVIORAL & PHYSICAL PROBLEMS |
TEACHERS |
TRS-2300-98 |
|
TEACHER RESOURCES |
STORYTIME ACTIVITIES TO HELP CHILDREN COPE |
PROVIDES FRESH IDEAS AND STRATEGIES THAT ALLOW TEACHERS TO CREATE DEVELOPMENTALLY APPROPRIATE, POSITIVE LEARNING ENVIRONMENTS FOR YOUNG CHILDREN |
PK-1 |
TRS-2300-98 |
|
TEACHER RESOURCES |
BRIGANCE MANUAL |
COMPREHENSIVE INVENTORY OF BASIC SKILLS-REV |
PROF |
TRS-2300-99 |
|
TEACHER RESOURCES |
DIFFERENTIATED CLASSROOM |
RESPONDING TO THE NEEDS OF ALL LEARNERS |
TEACHERS |
TRS-2300-99 |
|
TEACHER RESOURCES |
EFFECTIVE SCHOOL INTERVENTIONS |
STRATEGIES FOR ENHANCING ACADEMIC ACHIEVEMENT AND SOCIAL COMPETENCE |
PROF |
TRS-2300-99 |
|
TEACHER RESOURCES |
PRE-REFERRAL INTERVENTION MANUAL |
THE MOST COMMON LEARNING AND BEHAVIOR PROBLEMS ENCOUNTERED IN THE EDUCATIONAL ENVIRONMENT |
TEACHERS |
TRS-2300-99 |
|
UNDERACHIEVER |
OVERCOMING UNDERACHIEVING |
A SIMPLE PLAN TO BOOST YOUR KIDS' GRADES AND END THE HOMEWORK HASSLES |
PARENTS |
UND-2300-00 |
|
UNDERACHIEVER |
THROUGH THE CRACKS |
THROUGH THE EYES OF THE TWO LOST CHILDREN IN THE BOOK, A PERSON IS ABLE TO SEE AND SENSE THE CHILDREN'S FRUSTRATION AND LATER, THEIR EXHILIARATION FOR LEARNING. BOOK DEMONSTRATES THE NEED FOR CHILDREN TO EXPERIENCE LEARNING THROUGH AN INTEGRATED APPROACH |
N/A |
UND-2300-94 |
|
UNDERACHIEVER |
COULD DO BETTER, WHY CHILDREN UNDERACHIEVE AND WHAT TO DO ABOUT IT |
BOOK |
PROF |
UND-2300-95 |
|
UNDERACHIEVER |
UNMOTIVATED CHILD-Copy #1 |
HELPING YOUR UNDERACHIEVER BECOME A SUCCESSFUL STUDENT |
PARENTS/ TCHRS |
UND-2300-96 |
|
UNDERACHIEVER |
UNMOTIVATED CHILD-Copy #2 |
HELPING YOUR UNDERACHIEVER BECOME A SUCCESSFUL STUDENT |
PARENTS/ TCHRS |
UND-2300-96 |
|
UNDERACHIEVER |
UNMOTIVATED CHILD-Copy #3 |
HELPING YOUR UNDERACHIEVER BECOME A SUCCESSFUL STUDENT |
PARENTS/ TCHRS |
UND-2300-96 |
|
UNDERACHIEVER |
UNMOTIVATED CHILD-Copy #4 |
HELPING YOUR UNDERACHIEVER BECOME A SUCCESSFUL STUDENT |
PARENTS/ TCHRS |
UND-2300-96 |
|
UNDERACHIEVER |
UNMOTIVATED CHILD-Copy #5 |
HELPING YOUR UNDERACHIEVER BECOME A SUCCESSFUL STUDENT |
PARENTS/ TCHRS |
UND-2300-96 |
|
ORGANIZATION/ STUDY SKILLS |
STUDY SKILLS FOR KIDS (IN VIDEO SECTION) |
HELP STUDENTS BECOME CONFIDENT AND INDEPENDENT LEARNERS BY PROVIDING THEM WITH THE SKILLS THAT LEAD TO SCHOOL SUCCESS. THIS WORKSHOP SHOWS KIDS HOW TO BECOME MORE ORGANIZED, READ A TEXTBOOK AND DEVELOP AN OUTLINE. 24-MIN. VIDEO, TEACHER'S GUIDE WITH 20 |
3-5 |
V-2400-03 |
|
VISION |
LEARNING TO LOOK |
VIDEO VOL. 1 FUNCTIONAL VISION |
N/A |
V-2400-93 |
|
VISION |
LEARNING TO LOOK |
VIDEO VOL. II FUNCTIONAL VISION |
N/A |
V-2400-93 |
|
BRAIN RESEARCH |
BRAIN: EVOLUTION AND PERCEPTION (1 OF 3 VOL) |
VIDEO |
ALL |
V-2400-95 |
|
BRAIN RESEARCH |
BRAIN: MEMORY AND RENEWAL (2 OF 3 VOL) |
VIDEO |
ALL |
V-2400-95 |
|
BRAIN RESEARCH |
BRAIN: MATTER OVER MIND (3 OF 3 VOL) |
VIDEO |
ALL |
V-2400-95 |
|
VISION |
CORTICAL VISUAL IMPAIRMENT IN YOUNG CHILDREN |
VIDEO |
N/A |
V-2400-97 |
|
VISION |
MY FIRST BOOK OF SIGN |
PRESCHOOL |
|
VIS-2300-86 |
|
VISION |
SIGN LANGUAGE FOR THE FAMILY |
A SIGN ACTIVITY AND REFERENCE BOOK FROM SKI HI |
N/A |
VIS-2300-89 |
|
VISION |
FIRST STEPS. A HANDBOOK FOR TEACHING YOUNG CHILDREN WHO ARE VISUALLY IMPAIRED |
BIRTH-5 YRS. |
|
VIS-2300-93 |
|
VISION |
A SINGULAR VIEW. THE ART OF SEEING WITH ONE EYE |
N/A |
|
VIS-2300-94 |
|
VISION |
WHAT BLIND PEOPLE WISH SIGHTED PEOPLE KNEW ABOUT BLINDNESS |
N/A |
|
VIS-2300-96 |
|
VISION |
LET'S LOOK VISUAL AWARENESS BOOK |
AN EARLY VISUAL DEVELOPMENT TOOL. WILL PROMOTE VISUAL, PHYSICAL, AND COGNITIVE DEVELOPMENT |
EARLY INFANT |
VIS-2300-98 |