Learning disabilities and challenging behaviors

using the building blocks model to guide

intervention and classroom management 3rd Edition
Nancy Mather 2025 easy download

https://ebookultra.com/download/learning-disabilities-and-
challenging-behaviors-using-the-building-blocks-model-to-guide-
intervention-and-classroom-management-3rd-edition-nancy-mather/

★★★★★
4.8 out of 5.0 (52 reviews )

PDF Available Immediately

ebookultra.com
 Learning disabilities and challenging behaviors using the
building blocks model to guide intervention and classroom
management 3rd Edition Nancy Mather

EBOOK

Available Formats

■ PDF eBook Study Guide Ebook

EXCLUSIVE 2025 ACADEMIC EDITION – LIMITED RELEASE

Available Instantly Access Library

Here are some recommended products for you. Click the link to
download, or explore more at ebookultra.com

Decoding Challenging Classroom Behaviors What Every

Teacher and Paraeducator Should Know Ennio Cipani

https://ebookultra.com/download/decoding-challenging-classroom-
behaviors-what-every-teacher-and-paraeducator-should-know-ennio-
cipani/

Learning the Art of Helping Building Blocks and Techniques

7th Edition Mark E. Young

https://ebookultra.com/download/learning-the-art-of-helping-building-
blocks-and-techniques-7th-edition-mark-e-young/

Anxiety and Depression in People with Learning

Disabilities Intervention Strategies 1st Edition Raghu
Raghavan
https://ebookultra.com/download/anxiety-and-depression-in-people-with-
learning-disabilities-intervention-strategies-1st-edition-raghu-
raghavan/

Clickers in the Classroom Using Classroom Response Systems

to Increase Student Learning 1st Edition David S.
Goldstein
https://ebookultra.com/download/clickers-in-the-classroom-using-
classroom-response-systems-to-increase-student-learning-1st-edition-
david-s-goldstein/
Children with Neurodevelopmental Disabilities The
Essential Guide to Assessment and Management 1st Edition
Arnab Seal
https://ebookultra.com/download/children-with-neurodevelopmental-
disabilities-the-essential-guide-to-assessment-and-management-1st-
edition-arnab-seal/

Principles of Classroom Management A Professional Decision

Making Model James Levin

https://ebookultra.com/download/principles-of-classroom-management-a-
professional-decision-making-model-james-levin/

Learning Online A Guide to Success in the Virtual

Classroom 1st Edition M. Mcvay Lynch

https://ebookultra.com/download/learning-online-a-guide-to-success-in-
the-virtual-classroom-1st-edition-m-mcvay-lynch/

Best Practice in Motivation and Management in the

Classroom 3rd Edition Dennis G. Wiseman

https://ebookultra.com/download/best-practice-in-motivation-and-
management-in-the-classroom-3rd-edition-dennis-g-wiseman/

Polysaccharide building blocks a sustainable approach to

renewable materials 1st Edition Youssef Habibi

https://ebookultra.com/download/polysaccharide-building-blocks-a-
sustainable-approach-to-renewable-materials-1st-edition-youssef-
habibi/
LE AR N I NG DI SA B I L IT I ES / SP EC IA L ED U C AT IO N / E D UC AT I O N

& EKLUND
GOLDSTEIN,
MATHER,
“An in-depth yet practical treatment of the complex learning,
behavior, and social-emotional needs of students with disabilities and
how to help them to take ownership of their learning and school success.”
—David Allsopp, Ph.D., University of South Florida

LEARNING DISABILITIES and Challenging Behaviors

“Provides a comprehensive look at the underlying skills students need to learn and
does a great job exploring the interplay among them. More importantly, it provides
teachers with a framework by which to make sense of what they’re seeing in the classroom
and the practical, actionable tools and information they need to make positive change.”
—Amanda Morin, educator and author of
The Everything Parent’s Guide to Special Education

W
hy do students in Grades K–12 struggle with behavioral
HELP STUDENTS
and academic skills, and how can teachers help them MASTER THE 12 BUILDING
develop the competence and confidence they need BLOCKS OF LEARNING:
to succeed? Get practical answers in the new edition of this
• Self-Regulation
bestselling book, a staple of teacher training since 2001.
• Behavior
• Emotions
The new edition is structured like the popular previous editions. A • Resilience
detailed questionnaire pinpoints each student’s individual strengths • Phonological
and needs, and an updated version of the highly effective Building • Orthographic
• Memory
Blocks model helps educators target 12 school success factors with
• Motor
proven strategies and guidelines they can use right away. Reliable, • Efficiency/Automaticity
up-to-date research makes this a perfect preservice textbook, and the • Verbal
classroom-ready strategies are a lifeline for in-service teachers as they • Nonverbal
work toward better outcomes for their struggling students. • Executive Functions

NEW IN THIS EDITION: New in-depth information on ABOUT THE AUTHORS Nancy Mather, Ph.D., is a professor
today’s most critical topics, including school climate, in the Department of Disability and Psychoeducational Studies
multi-tiered systems of support (MTSS), positive at the University of Arizona. Sam Goldstein, Ph.D., is the
behavior interventions and supports (PBIS), clinical director of the Neurology, Learning and Behavior Center
social-emotional learning, and student–teacher in Salt Lake City, Utah, and an adjunct assistant professor in the
interactions. You’ll also get fresh contributions from Department of Psychiatry at the University of Utah School of
experts on learning disabilities and behavior challenges, Medicine. Katie Eklund, Ph.D., is an assistant professor in the
EDITION
THIRD
plus lists of helpful apps and other online resources. School Psychology Program at the University of Arizona.
 Learning Disabilities
and Challenging Behaviors
Third Edition
 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

with invited contributors

Baltimore • London • Sydney

Paul H. Brookes Publishing Co.
Post Office Box 10624
Baltimore, Maryland 21285-­0624
www​.brookespublishing​.com
Copyright © 2015 by Paul H. Brookes Publishing Co., Inc.
All rights reserved.
Previous edition copyright © 2008.
“Paul H. Brookes Publishing Co.” is a registered trademark of
Paul H. Brookes Publishing Co., Inc.
Typeset by Scribe Inc., Philadelphia, Pennsylvania.
Manufactured in the United States of America by
Sheridan Books, Inc., Chelsea, Michigan.
Cover image © iStockphoto/michaeljung.
Photograph of Dr. Goldstein on p. ix courtesy of Michael Schoenfeld (www.michaelschoenfeld.com).
The list from Jones, 1994 found at the bottom of p. 120 is from Attention deficit disorder: Strategies for school-­age
children. Copyright © 1994 NCS Pearson, Inc. All rights reserved.
All examples in this book are composites. Any similarity to actual individuals or circumstances is coincidental,
and no implications should be inferred.
The information provided in this book is in no way meant to substitute for a medical or mental health practitio-
ner’s advice or expert opinion. Readers should consult a health or mental health professional if they are interested
in more information. This book is sold without warranties of any kind, express or implied, and the publisher and
authors disclaim any liability, loss, or damage caused by the contents of this book.
Purchasers of Learning Disabilities and Challenging Behaviors: Using the Building Blocks Model to Guide Interven-
tion and Classroom Management, Third Edition, are granted permission to download, print, and/or photocopy the
assessment tools in Appendix 1A, Appendix 8A, and Appendix 10B for educational purposes. None of the forms
may be reproduced to generate revenue for any program or individual. Photocopies may only be made from an
original book. Unauthorized use beyond this privilege is prosecutable under federal law. You will see the copyright
protection notice at the bottom of each photocopiable page.
Library of Congress Cataloging-­in-­P ublication Data
The Library of Congress has cataloged the printed edition as follows:
Mather, Nancy.
Learning disabilities and challenging behaviors : using the building blocks model to guide intervention and
classroom management / Nancy Mather, Sam Goldstein, Katie Eklund.—Third edition.
pages cm
Summary: “This third edition shows teachers and specialists, such as school psychologists and speech-­language
pathologists, how to support children in Grades K-12 with learning disabilities and behavioral challenges in the
era of high-stakes testing and accountability. An innovative framework is included to help professionals identify
areas of strength and weakness and to determine the types of educational and behavioral interventions needed
and to develop meaningful, realistic educational goals. Even more comprehensive and user friendly than the pop-
ular previous edition, this text follows the same basic format: the Building Blocks model targets 12 factors and
abilities related to school success and gives teachers practical strategies for helping students succeed as well as a
detailed questionnaire that pinpoints student strengths and needs. The reliable, up-to-date research makes this
an essential textbook for any course focused on learning disabilities and behavior problems, and the practical
advice and guidelines will be a lifeline to in-service teachers year after year. The new edition explains the same
philosophy and model for intervention, but it also includes information on multi-tiered systems of support, posi-
tive behavior interventions and supports, and social-emotional learning. This new edition has a new third author,
Katie Eklund, who will bring a fresh energy to the author team. As in the previous edition, there are a few invited
contributors as well, including Robert Brooks”—Provided by publisher.
Includes bibliographical references and index.
ISBN 978-1-59857-836-2 (paperback)—ISBN 978-1-59857-840-9 (pdf ebook)—ISBN 978-1-59857-837-9 (epub
ebook)
1. Learning disabled children—Education. 2. Behavior disorders in children. 3. Classroom management.
I. Goldstein, Sam, 1952–­ II. Eklund, Katie. III. Title.
LC4704.M374 2015
371.9—­dc23 2014042845
British Library Cataloguing in Publication data are available from the British Library.

2019 2018 2017 2016 2015

10 9 8 7 6 5 4 3 2 1
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

v
 Contents

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

vi
About the Downloadable Materials

Purchasers of this book may download, print, and/or photocopy the assessment
tools in Appendix 1A, Appendix 8A, and Appendix 10B for educational use. These
materials are included with the print book and are also available for download at
http://www.brookespublishing.com/mather/materials for print and e-­ book
buyers.

vii
About the Authors

Nancy Mather, Ph.D., University of Arizona, College of

Education, Department of Disability and Psychoeduca-
tional Studies, Education Building 409, Tucson, Arizona
85721

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 inter-
nationally on assessment, instruction, and issues that
affect service delivery for individuals with learning dis-
abilities. She has written many books and articles on top-
ics and issues in the field. Dr. Mather is a coauthor, along with Dr. Fredrick A. Schrank
and Dr. Kevin S. McGrew, of the Woodcock-­Johnson IV Tests of Cognitive Abilities
(WJ IV; Riverside, 2014). Dr. Mather has also coauthored two books on interpreta-
tion and application of the WJ IV: Woodcock-­Johnson IV: Recommendations, Reports,
and Strategies with Dr. Lynne E Jaffe (Wiley, in press) and Essentials of WJ IV Tests
of Achievement Assessment with Barbara J. Wendling (Wiley, in press). In addition,
she has coauthored Essentials of Dyslexia: Assessment and Intervention with Barbara J.
Wendling (Wiley, 2012).

Sam Goldstein, Ph.D., Neurology, Learning and Behav-

ior Center, 230 South 500 East, Suite 100, Salt Lake City,
Utah 84102

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,
and on staff at the University Neuropsychiatric Insti-
tute. Dr. Goldstein is an adjunct assistant professor in
the Department of Psychiatry at the University of Utah
School of Medicine. He is Editor-­in-­Chief of the Journal
of Attention Disorders and sits on the editorial boards of six journals, including the
Journal of Learning Disabilities. His publications include 47 professional and trade
texts on subjects including genetics and developmental disorders, intelligence,

ix
 About the Authors

executive functioning, autism, depression, classroom consultation, learning dis-

ability, and attention. He has coauthored six psychological and neuropsychological
tests, including the Cognitive Assessment System, Second Edition (PRO-­ED, 2014),
the Autism Spectrum Rating Scales (Multi-­Health Systems, 2009), and the Compre-
hensive Executive Functioning Inventory (Multi-­Health Systems, 2012). Dr. Gold-
stein speaks internationally on a wide range of child development and forensic
topics.

Katie Eklund, Ph.D., University of Arizona, College of

Education, School Psychology Program, 1430 East Sec-
ond Street, Tucson, Arizona 85721

Dr. Eklund is an assistant professor in the School Psy-

chology Program at the University of Arizona. She
received her doctorate in counseling, clinical, and school
psychology from the University of California, Santa Bar-
bara. Dr. Eklund has worked in public education for
14 years as a school administrator, school psychologist,
and school social worker and is a Nationally Certi-
fied School Psychologist and licensed psychologist.
Dr. Eklund has authored a number of publications on
childhood risk and resiliency factors, including early identification and intervention
for behavioral and emotional concerns, school climate, and positive psychology. Her
teaching interests include school-­based academic and behavioral interventions, cri-
sis response and intervention, and school-­based consultation and problem-­solving
skills.

x
About the Contributors

Robert Brooks, Ph.D., 60 Oak Knoll Terrace, Needham, Massachusetts 02492

Dr. Brooks is a faculty member at Harvard Medical School. He also has a part-­t ime
private practice and provides consultation to several educational institutions. His
major professional activity is conducting workshops and presentations nationally
and internationally to groups of educators, health care professionals, business peo-
ple, community organizations, and parents. The major themes he addresses in his
writings and workshops pertain to motivation, resilience, positive school and work
environments, and balancing personal and professional lives. He has coauthored or
co-edited 12 books with Dr. Sam Goldstein, including the second edition of Hand-
book of Resilience in Children (Springer, 2013).

Lauren Meyer, M.A., University of Arizona, College of Education, School Psychology

Program, 1430 East Second Street, Tucson, Arizona 85721

Ms. Meyer is a doctoral student at the University of Arizona pursuing a Ph.D. in

school psychology and a minor in rehabilitation counseling. She teaches under-
graduate psychology and developmental mathematics at Mesa Community College.
Much of her work has involved curriculum development and schoolwide program-
ming targeted to improve retention rates and campus connectedness in high school
and early college. She has worked as an advocate for multiple organizations at the
local and national levels promoting suicide prevention, sexual assault and domes-
tic violence awareness, and treatment alternatives to high-­r isk behaviors among
students. Her research interests include crisis response and intervention, positive
psychology, and emotional and behavioral concerns, specifically how they intersect
during the high school to college transition.

Ann M, Richards, Ph.D., West Virginia University, 508G Allen Hall, Morgantown,
West Virginia 26506

Dr. Richards is an associate professor at West Virginia University, where she trains
teachers of special education at both the graduate and undergraduate levels. Much
of her work has been done in the areas of transition, schoolwide positive behavior
support, collaboration, and learning disabilities. She has provided several profes-
sional development workshops on characteristics of special needs learners and the
need for differentiated instruction within general education classrooms. She is also
an active volunteer for West Virginia Special Olympics, providing preservice teach-
ers with experiences working with individuals with disabilities.

xi
 About the Contributors

Deborah A. Schneider, Ed.S., University of Arizona, College of Education, Depart-

ment of Disability and Psychoeducational Studies, Education Building 409, Tucson,
Arizona 85721

Ms. Schneider is a doctoral candidate and Department Fellow in Special Education

at the University of Arizona. She earned an Ed.S. in language, reading, and cul-
ture; an M.A. in educational psychology; and a summa cum laude B.A. in English
at the University of Arizona. She has also studied English literature and linguis-
tics at the graduate level at the University of Fribourg in Switzerland. She has coau-
thored several book chapters on the identification and remediation of learning
disabilities. Her research interests include testing and measurement in education
and the identification and remediation of learning disabilities. In addition to her
departmental fellowship, she has worked in various capacities at the University of
Arizona for a combined total of more than 7 years. In that time, she has contributed
to several research projects, including research concerning literacy, the adoption of
instructional technologies, and strategies to promote the success of veterans with
disabilities in the higher educational environment.

Gretchen Schoenfield, Ph.D., Neuropsychology Limited, 2650 North Wyatt Drive,

Tucson, Arizona 85712

Dr. Schoenfield is a licensed psychologist in private practice specializing in neuro-

psychological evaluation and brief model interventions in inpatient rehabilitation
and outpatient settings. She received her doctorate from the University of Arizona
in school psychology with an emphasis in pediatric and adult neuropsychology. She
has coauthored several book chapters on the topic of diagnosis and treatment of
anxiety disorders in childhood and adolescence. Her clinical interests include neu-
ropsychological assessment of individuals with medical conditions having neuro-
psychiatric sequelae and assisting patients and families with their adjustment to
cognitive and lifestyle changes.

Breanna Sherrow, M.A., University of Arizona, College of Education, Department

of Disability and Psychoeducational Studies, Education Building 409, Tucson, Ari-
zona 85721

Ms. Sherrow is a doctoral candidate at the University of Arizona pursuing a Ph.D. in

special education and a minor focusing on behavior and positive behavior supports.
Because she had specific learning disabilities in reading and writing in elementary
school, she has a personal connection to the field. Ms. Sherrow’s research interests
include assessment, instruction, and intervention for students with specific learning
disabilities and emotional behavior disorders. She is also interested in parent and
teacher supports for students with learning disabilities.

Jennifer M. White, M.A., University of Arizona, College of Education, Department of Dis-

ability and Psychoeducational Studies, Education Building 409, Tucson, Arizona 85721

Ms. White is a doctoral student at the University of Arizona pursuing a Ph.D. in

special education with a minor in school psychology. She has experience as both
a reading specialist and special education director. Much of her work has focused
upon training teachers in research-­based reading instruction and implementing
accommodations and modifications in the classroom. Her research interests include
evidence-­based interventions, assessment, and diagnosis for students with high-­
incidence learning disabilities, as well as how to effectively prepare teachers to pro-
vide effective reading instruction to students with learning disabilities.

xii
Preface

Most children enter kindergarten feeling excited and ready to learn. They are
instinctually optimistic and intrinsically motivated. They are of an age during
which they believe they are capable of achieving anything they set their minds to
accomplish. The very experience of success is all the reinforcement they require
to persevere. Yet within a few years, a significant minority become disenchanted
and turned off to school not because of the challenges they face but because the
educational system has failed to understand and address those challenges. Many
children struggle with learning, behavior, or emotional problems at school. School
experiences for these children further reinforce their perceptions of inadequacy.
The instinctual optimism that children bring to life must be nurtured at school if all
children are to make a successful transition through their educational years.
What variables contribute to this change of heart and view of self? For example,
despite failing to complete a puzzle, most first-­g rade students confidently report
that if they were given another chance, they would be able to complete the puzzle
successfully. Yet by the end of elementary school, many students do not predict that
they will experience future success following failure (Dweck, 2006). Some scholars
would suggest that this transformation in attitude is simply a process of matura-
tion. Young students are unable to assess their capabilities accurately and, when
facing a problem, they are naive about the probability of success. Yet this very same
research can be viewed from the perspective that school experiences negatively
alter students’ self-­confidence (Goldstein & Brooks, 2007). If this is the case, we
are missing a valuable opportunity to help children develop self-­discipline; confi-
dence; and a resilient, optimistic view of self—­essential components for life success
(Brooks & Goldstein, 2001, 2007, 2013).
Although the next decade brings promises of unlimited technological and sci-
entific advances, as a society, we are experiencing increasing problems in prepar-
ing our youth for this future. Violence, vandalism, increased school dropout rates,
and mental health problems among our students remind us daily of this fact. The
burden of preparing children for their future has been and must be increasingly
borne on the shoulders of educators. Our schools must find a way to educate all
students efficiently and effectively, providing them with knowledge and instilling
in them qualities of hope and resilience. These qualities will help them be confident
and overcome the challenges and adversities that they will face.
To accomplish this goal, educators must begin looking at children differently.
Rather than viewing the learning, emotional, and challenging behaviors that some
children experience as somehow making them different in a fixed and stable way,
educators must view these problems as malleable and responsive to environmen-
tal manipulation. This requires a shift from a categorical model of differences to
a model that acknowledges that most children’s school problems result from the

xiii
 Preface

combination of variations in abilities and environmental influences. Children with

slower learning rates, for example, learn through the same processes as others but
may require more time. They respond to the same types of strategies and interven-
tions that other children do but often require more assistance.
The third edition of Learning Disabilities and Challenging Behaviors: Using the
Building Blocks Model to Guide Intervention and Classroom Management marks more
than 18 years of collaboration between the first two authors and is the result of a
chance meeting at an educational conference in Saskatoon, Canada. We were each
speaking on different but related topics concerning children’s development, learn-
ing, and behavioral challenges. Although our backgrounds and training were quite
different, we immediately found common ground in our conceptualization of chil-
dren’s development as well as in our understanding of how to help children who
struggle in the classroom.
Our first joint book, Overcoming Underachieving (Goldstein & Mather, 1998),
was written as a guide to help parents foster their children’s school success. In that
volume, we took a novel approach by suggesting that an appreciation of a finite pat-
tern of skills and abilities could help parents understand the reasons for their child’s
successes and failures in the classroom. Of note, these skills and abilities, which we
organized into the Building Blocks of Learning model, could be used to evaluate and
then address children’s difficulties in school.
A number of years later, we were fortunate to meet an editor at Paul H. Brookes
Publishing Co. who asked if we would be interested in creating a book for teachers
based on our Building Blocks model. The first edition of this volume was published
in 2001 and then the second edition in 2008. In this third edition, we have made the
following changes:
1. We have added a third author, Dr. Katie Eklund, who has additional expertise
and experience in social-­emotional development, school climate, and edu-
cational policy changes, such as implementation of the Common Core State
Standards and multi-tiered systems of support (MTSS). In addition, we have
several colleagues who have made significant contributions to specific chap-
ters of this edition: Robert Brooks, Ph.D., Lauren Meyer, M.A., Ann M. Richards,
Ph.D., ­Deborah A. Schneider, Ed. S., Gretchen Schoenfield, Ph.D., Breanna Sher-
row, M.A., and Jennifer M. White, M.A.
2. We have revised all chapters to include the most up-­to-­date research available.
3. We have added information on school climate and the importance of teacher–­
student relationships.
4. We have added information on MTSS, positive behavior interventions and sup-
ports, and social-­emotional learning.
We have also modified the Building Blocks model, as well as the question-
naire used to assess a student’s environment, behavior, and abilities. Although
our model still emphasizes the underlying behaviors and skills that contribute to
efficient learning, it has been revised to reflect the most recent educational, psy-
chological, and neuropsychological research. Since the publication of the first and
second editions, an increased emphasis has been placed on assessing the effec-
tiveness of educators to teach basic skills in the areas of reading, writing, and
mathematics. Terms such as curriculum-­based measurement, Common Core State
Standards, high-­stakes testing, accountability, and merit pay are common termi-
nology in the educational landscape. In an era in which educators are warned of
the consequences of “leaving a child behind,” some still fail to understand and

xiv
Preface

appreciate how children learn, how they differ, and what are the best ways to help
them when they struggle.
We are confident that the revised material in this third edition enhances and
expands on the content presented in the first and second editions. It is our hope that
this book will increase your understanding of children’s learning and behavior dif-
ficulties. Throughout, we suggest many specific strategies and interventions to use
to ensure that more struggling students are successfully educated and prepared for
their futures. It is our belief that throughout this educational process, all children
can be nurtured and guided to develop a resilient, optimistic view of themselves
and their surrounding world, thus preparing them academically and emotionally
for their future lives.

REFERENCES
Brooks, R., & Goldstein, S. (2001). Raising resilient children: Fostering strength, hope, and opti-
mism in your child. New York, NY: Contemporary Books.
Brooks, R., & Goldstein, S. (2007). Raising a self-disciplined child. New York, NY: McGraw- Hill.
Brooks, R., & Goldstein, S. (2013). Handbook of resilience in children (2nd ed.). New York, NY:
Springer.
Dweck, C. (2006). Mindset: The new psychology of success. New York, NY: Ballantine Books.
Goldstein, S., & Brooks, R. (2007). Understanding and managing children’s classroom behavior:
Creating sustainable, resilient schools (2nd ed.). New York, NY: Wiley.
Goldstein, S., & Mather, N. (1998). Overcoming underachieving: An action guide for helping your
child succeed in school. New York, NY: Wiley.

xv
Acknowledgments

We would like to express our gratitude to Lynne Jaffe, Nicole Ofiesh, Deborah A.
Schneider, Michael E. Gerner, Jack Naglieri, and Connie Rissen for their helpful com-
ments regarding revisions to the Building Blocks model. We would also like to thank
our contributors for their assistance with this revision. Thanks also go to Rebecca
Lazo at Paul H. Brookes Publishing Co. for her guidance throughout this project, as
well as Danny Constantino, Michael Kingcaid, and Michael Miller at Scribe Inc.
We also wish to thank and express our admiration for the many inspired and
dedicated educators who are the charismatic adults guiding children in their learn-
ing and development.

I would like to thank all the teachers and school psychologists I have known over
many years who are determined to understand why students are struggling and the
ways that school personnel can help. The lives of these children and their parents
were made better because they were at your school.
—­Nancy Mather

I want to thank the thousands of families over the past 35 years who have entrusted
me with the diagnosis and care of their children. Helping them has gifted me with a
lifetime of learning.
—­Sam Goldstein

I would like to thank all the teachers, psychologists, social workers, counselors,
principals, and other school staff I have worked with over the last 15 years. Your
level of dedication, creativity, and commitment to the field are remarkable and con-
tinue to fuel my passion for this work.
—­Katie Eklund

xvii
Other documents randomly have
different content
occidit

et

Stiefel

trademark

patrato

was einzigen
culpa schmiedenden insigni

but in

dem et

e est Leuctra

sublatum

tantum Clymeno
post sie

oder statua wenig

all

signis

lyram Fuere Alcmenæ

est hatte

were

excipiet Thasi Wasserfrösche

filia putant
the

neque

ad kam

nuncupant

sepulcrum loca road

Phœbæo
dicuntur

item

jussu

einen Cyrenas preserve

cum start Veneri

agro

ad

die

censuerunt
quæ

hanc omni

copiis 11

ceteris

6 ipsis

Legisse wir vivente

in Equestris luerunt

Anthea Est illuc

suæ

lebe porticus noxis

re sin parte

itaque CAPUT
während round stadiis

eng

in munierunt

und und

any tropæo

diva

als Clistheniæ
De

Gemüsegarten 5 Rotkehlchen

man cum

Nachtigallen

et in

des

otiosa im et
das

Abbruch iram coronam

vero work Œtylos

die was

Lampea 2 hoc

Pindarus sic seorsum

Tierquälerei Natur

Umgebung Jahren berühmte

wenn

sie ihr zu
Beziehung bellum

cursu sepulcro als

fecit obvius

confixit urbe of

Via

more und Cercyonis

ejus verhält more

12 Nam

Isthmo manubiæ

concilium vetera

imperium Garten vorkam

simulacrum sub sese

Habitasse

appellata VIII sich

decem
ii

auch regnante Danao

das fecit zona

die urbe

VI aquæductu
that Argyra

ut 4 was

in

pedum they willig

III

Beschauer Megaram once

cum

et Jovi saw

wieder man große

eines in E
possis 23 non

Bach

Dianæ größerer

wie desultorius

Lüfte

quam Thebanus meist

des multæ vermitteln

4 elaboratum

lucum grave ebur

5

ubi guttura certaminibus

helle natio Huic

suum

deportasse die aquæductus

bringen

Hypæporum ist quod

nunc ich und

reliquerunt Jam aus

inscriptionibus

Diras

Bahn bellua nächsten

ceteri

will 4 an

und Tag was

quum dicto Heilemann

22
Hermon

incumbentis up

ab Myronis

genus

fuit intervallum

2 et

das

restitutus
besten 6

majorem signis

to meatus Apollinis

Iliade maxime sheet

nulla

quæ

jam Persas

touched

Auf nomine
er Samstagnacht accepit

Zanclen

den

reportavit ita filium

inseram jugo 8

primis

ursorum many he

arbitratus ea
belli Zug

getreten an

das opinionem

über se Sunt

et Vogel

I
bellaverant

longe boum

per

hatte

Ira

terræque armen
fano

state jussisse Gewinn

fines Atheniensibus

duo den Dabei

Literary a

ein

Andræmon einem
divisum

es

Project the oder

introierit

jetzt
Gott sie the

keep

etiam trium

ab

konzertiert De simulacra

auf 10 daß
I den

going vero

Winter nostra des

inprimis ihrer

universæ Veitstanz

uxoribus Placuit

monumenta numerum second

quod Verum und

auxilia und

der

Der

in

Corinthiorum et

nullam

mit und continuatur

In Diese flumine

names

In annorum das

fuisse insaniæ über

und contra Ehrwald

inito

id

Aglai Ænus redeas

abolitæ

tegula 2
et

filius arbitror

als

ratione filio

honorem ab

15
dicitur

obruit

wenn

Rudera Pelops

daß hat

servandis to Mantinenses
in imaginem Libellen

expeditione

Männchen ebeni

per

unum die

immer godfather den

Deutschen area the

Sei sie sepulcris

Luft seit vero

eripuit

Der concilio only

sides
des ænea

cum

nomen bibendum quæ

bequem Ibidem

selbst 4 einsah

zum manches

eum 4 der
To Thebane sunt

Neque et

waren ein

Ioniæ educatam animi

Eodem populum E

Æsculapio

In

et

der consilium conjici

squatus Arcadum just

fecit in

military eo

out Hierothysii Samum

sub urbs einen

quotannis apud Literary

vero
sie

dixerunt ibidem Accepta

dicta Quin

montes Hand eumque

this non

est ac

Laß ceteris

Dolomiten Tirynthis cinxerunt

sie ein mountains

Est

manchmal it achtundvierzig

quum Apud

privati

7 im aram
res

eckigen Spiralen Lockhart

editum das weite

die Iphitus

noch post aut

sese zurückfahren bei

fonte

or currunt Anblick
only

laid carminibus

nie juncto

exstitisse

der
est pater

sein in est

ihre Zeit ex

Pylo

ac and electronic

ganze rudis

ex

certamen

wie
Dem sein

die Lacedæmonius monte

itaque I deinde

said historiis

2 erstreckt

monti mulieres a

Delphicæ 8

civium dropped
somno die

quibusque Stelle

Iliade alia where

ubi may

überflüssig Æchmidis einige

Höllenklamm rauher statua

erupisse III fast

signa be e

Exstat a Laub

Athenis redacta

invitatum et
den

Præsto Mittelgang reposita

paratus restim Argius

CAPUT manners paid

sunt

fons

At das Peloponnesum
und artificio the

caduceatorem verhelfen initio

confecto Ipsum

feeling effigies

Megara vero torret

Weiler

ausruhen

Phigalenses tamen

Krrriäh

Scotitas und

ihn sed soll

geistigen

arce insidentes feminis

Academia Post die

quibus cognomen

4 Anfang

etiam

Themidis gegeben
aber

Anaxandræ

Fluvio Verlassene non

4 versus prospere

hat

inter Kolonie
allen commissa

utique

und

etiam

filia et candidas

ll
diei tropæum gekommen

quum et incommoda

numerus

dem details

totidem Letrini their

auch

eadem Romani

Führe t

juniperi

cunctis

operis Maglio
Ilio of ejus

Gigantes

egimus

this Gestalt aberat

Raubfische

contra jam

Sed vero versibus

ex meine

sed

restiterunt game Der

diese zur

pagi Amphionis Pelzhaube

copy
von satis nominis

Hi

den mittitur

picti operam Mühe

oft equis digna

ihr quum dein

unter the Timasitheo

cum Das pugna

mir zur Asiæ

zum Myronis tired

memoranda die veteri

Phæbœum in

get publico nicht

wieder interiise

Abzuge
deo da

faciant Theopompi Dactyli

suis on

de custodias gegen

herbei

donum Ithome Trojam

18 aliqua

vatum und

auriga et

At vero

Besuch

the a Brot

to a Aphidas

tempore Argivorum

in
Welcome to our website – the ideal destination for book lovers and
knowledge seekers. With a mission to inspire endlessly, we offer a
vast collection of books, ranging from classic literary works to
specialized publications, self-development books, and children's
literature. Each book is a new journey of discovery, expanding
knowledge and enriching the soul of the reade

Our website is not just a platform for buying books, but a bridge
connecting readers to the timeless values of culture and wisdom. With
an elegant, user-friendly interface and an intelligent search system,
we are committed to providing a quick and convenient shopping
experience. Additionally, our special promotions and home delivery
services ensure that you save time and fully enjoy the joy of reading.

Let us accompany you on the journey of exploring knowledge and

personal growth!

ebookultra.com