Behaviour

  • Behaviour and Classroom Management

Effective Behaviour Management for Students with LDs and Behavioural Disorders

Behavioural disorders, particularly those of the externalized type[1], and learning disabilities often occur together. Indeed, the comorbidity between these two types of disorders in students was identified more than 20 years ago (Hinshaw, 1992). More specifically, empirical studies have shown that 75% of students with learning disabilities also lack social skills (Lane, Gresham, & O’Shaughnessy, 2002; National Dissemination Center for Children with Disabilities, 2008).

  • self-regulation

An Introduction to Self-Regulation

by Michael Fairbrother and Dr. Jessica Whitley What is Self-regulation? Self-regulated learning is a process that assists students in managing their thoughts, behaviours, and emotions in order to successfully navigate their learning experiences (Zumbrunn, Tadlock, & Roberts, 2011). According to Canadian researcher, Shanker (2012), “self-regulation refers to a child’s ability to deal with stressors effectively and efficiently and then return to a baseline [...]

  • Photo of Dr. Cameron

Webinar Recording: Adolescent Stress, Coping Strategies and Learning Disabilities

This interactive webinar assisted participants in understanding the relationship between stress and coping strategies in adolescents with learning disabilities (LDs). In order to become familiar with these concepts, a framework on stress and coping strategies was first be presented. Then, the presenter discussed how the framework applies to stress and coping strategies for adolescents with LDs. The webinar concluded with an activity using case studies to help educators identify practical and effective interventions for students with LDs who are experiencing stress and who require functional coping strategies.

  • Image of a student Student asleep in class

Students with LDs: Tips for Dealing with Classroom Behaviour

By Diane Wagner, BA, Grad. Dip. Child Study, LD@school LD Expert The Ministry of Education document, Caring and Safe Schools in Ontario: Supporting Students with Special Education Needs through Progressive Discipline, Kindergarten to Grade 12, outlines a useful approach to dealing with behavioural issues in students with special education needs: “To manage behaviour effectively, educators [...]

  • Image of a male hand placing wooden block on a tower

Errorless/Keystone Approaches for Proactive Classroom Management

by Emily Wiener and Judith Wiener Introduction More than half of students with learning disabilities (LDs) have social, emotional, or behavioural difficulties (see Wiener & Timmermanis, 2012 for review), with approximately one-third being diagnosed with co-occurring ADHD (Willcutt et al., 2010).  Compared to their classmates without disabilities, they have a low academic self-concept (Bear, Minke [...]

  • TalkLD Logo

LDs in Your Classroom

Welcome to TalkLD, LD@school’s first podcast with a panel of experts in the field of learning disabilities (LDs). Panel members include Susan Paterson, a special education teacher at Trillium Demonstration School (a provincial demonstration school for students with LDs), Dr. Todd Cunningham, a clinical psychologist who lectures at OISE/University of Toronto and Julia Osborne, a [...]

  • Adolescents with good social skilsl

Social Skills Training (SST) for Students with Learning Disabilities

Social skills training is frequently used to help students with LDs develop improved social relationships. In this review we describe three SST interventions that have been demonstrated through research to be effective with children and adolescents with LDs and related difficulties. All of these programs can be implemented in school contexts, and have manuals and materials that can be purchased by educators. We then describe the components of SST programs that research has shown to enhance the social skills and peer relationships of students with LDs.

  • Teacher working with a group of students

Promoting Social and Emotional Competence Through Mindfulness

By Jillian Haydicky, Ph.D., & Judith Wiener, Ph.D., Professor of School and Clinical Child Psychology in the department of Applied Psychology and Human Development at the University of Toronto (OISE) Description of practice, approach or strategy How will mindfulness-based programs meet the learning objectives of my students with learning disabilities and/or ADHD? Social and emotional [...]