Learning Disabilities and Challenging Behaviors

Using the Building Blocks Model to Guide Intervention

and Classroom Management Third Edition

by

Nancy Mather, Ph.D.

University of Arizona Tucson

Sam Goldstein, Ph.D.

Neurology, Learning and Behavior Center and University of Utah School of Medicine Salt Lake City

and

Katie Eklund, Ph.D.

University of Arizona Tucson

Contents

I Introduction

1 The Building Blocks of Learning: A Framework for Understanding Classroom Learning and Behavior ... 3
2 Theoretical Foundations ... 31
3 The Learning Environment ... 55

II Foundational Blocks

4 Self-Regulation: Understanding and Managing Students with Hyperactivity and Poor Attention, Planning, and Impulse Control ... 81
5 Understanding and Managing Challenging Behaviors ... 123 with Lauren Meyer
6 Emotions: Understanding and Managing Anxiety, Depression, Trauma, and Stress ... 155 with Gretchen Schoenfield and Jennifer M. White
7 Strategies to Promote Resilience ... 181 with Robert Brooks

III Processing Blocks

8 Specific Learning Disabilities and the Processing Blocks ... 207 with Deborah A. Schneider
9 Instruction for the Processing Blocks: Decoding and Encoding, Reading Fluency, Calculating, and Handwriting ... 273 with Breanna Sherrow

IV Conceptual Blocks

10 The Conceptual Blocks: Verbal, Nonverbal, and Executive Functions ... 351 with Ann M. Richards

11 Instruction in Reading Comprehension, Written Expression, and Math Problem Solving ... 403 with Ann M. Richards

V Conclusion

12 The Classroom Environment as a Microcosm of the World ... 463

References ... 475
Additional Resources ... 513
Web Sites and Professional Organizations ... 523
Index ... 527

About the Authors

Nancy Mather, Ph.D., University of Arizona, College of Education, Department of Disability and Psychoeducational Studies

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.

Sam Goldstein, Ph.D., Neurology, Learning and Behavior Center

Dr. Goldstein is a board-certified forensic and clinical neuropsychologist, certified school psychologist, and a faculty member 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 serves on the editorial boards of multiple journals.

Katie Eklund, Ph.D., University of Arizona, College of Education, School Psychology Program

Dr. 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 authored publications on childhood risk and resiliency factors, including early identification and intervention for behavioral and emotional concerns.

The Building Blocks of Learning

This is not a typical introductory textbook about specific learning disabilities (SLD) and classroom behavior problems. The main focus of this text is on identifying the developmental, learning, and behavior skills of children and determining practical strategies and techniques that will be most effective in helping them succeed in school. Increased awareness and understanding of a child’s unique profile of strengths and weaknesses can help educators improve school-related outcomes.

Foundational Blocks

• Self-Regulation: Understanding and managing students with hyperactivity and poor attention, planning, and impulse control.
• Emotions: Understanding and managing anxiety, depression, trauma, and stress.
• Resilience: Strategies to promote resilience in students.

Processing Blocks

• Phonological: Phonological processing tasks.
• Orthographic: Recognizing letter strings and word forms.
• Memory: Types of memory affecting school learning.
• Motor: Fine motor tasks related to writing and drawing.

Conceptual Blocks

• Verbal: Understanding and using language skills.
• Nonverbal: Thinking with images and understanding spatial relationships.
• Executive Functions: Planning, organization, and monitoring of learning activities.

Conclusion

Understanding the role of specific weaknesses in the Building Blocks can help address school difficulties and develop appropriate accommodations and instructional plans.