# 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 About the Downloadable Materials ... vii About the Authors ... ix About the Contributors ... xi Preface ... xiii Acknowledgments ... xvii A Note to Teachers ... xix ## 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 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 member of the faculty at the University of Utah School of Medicine. He is Clinical Director of the Neurology, Learning and Behavior Center in Salt Lake City, Utah. ## Katie Eklund, Ph.D., University of Arizona, College of Education 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. # The Building Blocks of Learning This is not a typical introductory textbook about specific learning disabilities (SLD) and classroom behavior problems. Although various learning and behavior problems are explained and informal ways to assess these difficulties are described, the main focus of this text is on identifying the developmental, learning, and behavior skills of children and then determining the practical strategies and techniques that will be most effective in helping them succeed in school. ## Processing When a child struggles in school, teachers must first determine the underlying factors contributing to the learning or behavior problem, because when a child acts out, the reason may not be readily apparent. Similarly, when a child fails or refuses to complete work, it is rarely because of poor motivation. Lowered motivation in students is often a secondary symptom resulting from chronic failure and school difficulties. ## Foundational Blocks The Foundational blocks provide the support system for all learning. Just as the foundation of a house must be strong enough to support the structure, these four blocks must be strong for efficient learning to occur. A brief description of the skills in the Foundational blocks follows. **Self-Regulation** The Building Block of Self-Regulation includes a child’s ability to pay attention, regulate behavior, and control impulses—all skills that are critical to learning. **Emotions** The Building Block of Emotions includes a child’s general temperament as well as his or her moods. Problems in this block are sometimes called internalizing disorders—conditions such as depression, anxiety, and poor motivation. **Resilience** In our model, the Building Block of Resilience focuses on how students perceive themselves and to what factors they attribute their successes and failures. These are learned attitudes, developed in part through feedback from parents, teachers, and peers. ## Processing Blocks The second level of the Building Blocks model involves the processing of information through the senses. **Memory** Several different types of memory can affect school learning. Memory affects all types of learning and is involved in the Processing blocks, as well as extending into all the Conceptual blocks. **Motor** This block includes fine motor tasks—tasks involving small muscles such as those used in writing or drawing. ## Conceptual Blocks The top of the pyramid includes the Conceptual abilities: Verbal, Nonverbal, and Executive Functions. The abilities in the Conceptual blocks help students to understand meanings, comprehend relationships, visualize complex designs, apply previously acquired knowledge, and evaluate their performance as they engage in academic tasks.