Harry Ayers is a freelance Behavioural Consultant and Francesca Gray is team leader for the behaviour support team at West Sussex Local Education Authority.

Select Guide Rating

• Dedication; Title; Copyright; Preface; A; ABC; Absence; Absences (petit mal); Academic skills disorders; Achievement; ADD/ADHD; Adolescents with learning difficulties; Affective factors; Agraphia; Alexia; Anxiety; Aphasia; Apraxia; Asperger, or Asperger’s, syndrome; Assessment; Attentional difficulties; Attitudes; Attribution; Attribution retraining; Attribution theory; Attributional style; Auditory processing; Autism; Autistic spectrum disorders; Avoidance behaviour; B; Behaviour analysis; Behaviour management; Behavioural and emotional difficulties; Behavioural teaching methods; Behavioural theories of learning; Benchmarks and benchmarking; Birth problems; Brain damage; Brain-injured children; Broca’s aphasia; C; Calculator use; Children with learning difficulties; Children at risk; Children with Specific Learning Difficulties (SpLD); Chromosomal abnormalities; Class size; Classroom environment; Clinical teaching; Cloze procedure; Code of Practice (COP) (Revised 2001); Cognitive abilities; Cognitive strategies; Cognitive-behavioural theories of learning; Collaborative learning; Communication skills; Comprehension; Computational skills; Computer-assisted learning; Confidence; Constructivist theory of learning; Contextual cues; Co-teaching; Counting skills; Criterion-referenced tests; Curriculum; Curriculum-based assessment; D; Deaf pupils; Decoding; Deficit model; Depression; Developmental delay; Developmental psychology; Diagnostic assessment; Diagnostic tests; Diagnostic-prescriptive teaching; Differentiation; Difficulty level; Direct instruction; Directed reading activity; Discrepancy formulae; Down’s syndrome or Down syndrome; Dynamic assessment; Dyscalculia; Dysgraphia; Dyslexia; Dyspraxia or developmental dyspraxia; E; Early intervention; Early intervention strategies; Early signs; Emergent literacy; Emotional and behavioural factors; Epilepsy; Error analysis; Expectancy-value theory; Explanatory style; Explicit teaching; Expressive language disorder; Extrins

Harry Ayers is a freelance Behavioural Consultant and Francesca Gray is team leader for the behaviour support team at West Sussex Local Education Authority.

Select Guide Rating

• Dedication; Title; Copyright; Preface; A; ABC; Absence; Absences (petit mal); Academic skills disorders; Achievement; ADD/ADHD; Adolescents with learning difficulties; Affective factors; Agraphia; Alexia; Anxiety; Aphasia; Apraxia; Asperger, or Asperger’s, syndrome; Assessment; Attentional difficulties; Attitudes; Attribution; Attribution retraining; Attribution theory; Attributional style; Auditory processing; Autism; Autistic spectrum disorders; Avoidance behaviour; B; Behaviour analysis; Behaviour management; Behavioural and emotional difficulties; Behavioural teaching methods; Behavioural theories of learning; Benchmarks and benchmarking; Birth problems; Brain damage; Brain-injured children; Broca’s aphasia; C; Calculator use; Children with learning difficulties; Children at risk; Children with Specific Learning Difficulties (SpLD); Chromosomal abnormalities; Class size; Classroom environment; Clinical teaching; Cloze procedure; Code of Practice (COP) (Revised 2001); Cognitive abilities; Cognitive strategies; Cognitive-behavioural theories of learning; Collaborative learning; Communication skills; Comprehension; Computational skills; Computer-assisted learning; Confidence; Constructivist theory of learning; Contextual cues; Co-teaching; Counting skills; Criterion-referenced tests; Curriculum; Curriculum-based assessment; D; Deaf pupils; Decoding; Deficit model; Depression; Developmental delay; Developmental psychology; Diagnostic assessment; Diagnostic tests; Diagnostic-prescriptive teaching; Differentiation; Difficulty level; Direct instruction; Directed reading activity; Discrepancy formulae; Down’s syndrome or Down syndrome; Dynamic assessment; Dyscalculia; Dysgraphia; Dyslexia; Dyspraxia or developmental dyspraxia; E; Early intervention; Early intervention strategies; Early signs; Emergent literacy; Emotional and behavioural factors; Epilepsy; Error analysis; Expectancy-value theory; Explanatory style; Explicit teaching; Expressive language disorder; Extrins

Harry Ayers is a freelance Behavioural Consultant and Francesca Gray is team leader for the behaviour support team at West Sussex Local Education Authority.

Select Guide Rating

• Dedication; Title; Copyright; Preface; A; ABC; Absence; Absences (petit mal); Academic skills disorders; Achievement; ADD/ADHD; Adolescents with learning difficulties; Affective factors; Agraphia; Alexia; Anxiety; Aphasia; Apraxia; Asperger, or Asperger’s, syndrome; Assessment; Attentional difficulties; Attitudes; Attribution; Attribution retraining; Attribution theory; Attributional style; Auditory processing; Autism; Autistic spectrum disorders; Avoidance behaviour; B; Behaviour analysis; Behaviour management; Behavioural and emotional difficulties; Behavioural teaching methods; Behavioural theories of learning; Benchmarks and benchmarking; Birth problems; Brain damage; Brain-injured children; Broca’s aphasia; C; Calculator use; Children with learning difficulties; Children at risk; Children with Specific Learning Difficulties (SpLD); Chromosomal abnormalities; Class size; Classroom environment; Clinical teaching; Cloze procedure; Code of Practice (COP) (Revised 2001); Cognitive abilities; Cognitive strategies; Cognitive-behavioural theories of learning; Collaborative learning; Communication skills; Comprehension; Computational skills; Computer-assisted learning; Confidence; Constructivist theory of learning; Contextual cues; Co-teaching; Counting skills; Criterion-referenced tests; Curriculum; Curriculum-based assessment; D; Deaf pupils; Decoding; Deficit model; Depression; Developmental delay; Developmental psychology; Diagnostic assessment; Diagnostic tests; Diagnostic-prescriptive teaching; Differentiation; Difficulty level; Direct instruction; Directed reading activity; Discrepancy formulae; Down’s syndrome or Down syndrome; Dynamic assessment; Dyscalculia; Dysgraphia; Dyslexia; Dyspraxia or developmental dyspraxia; E; Early intervention; Early intervention strategies; Early signs; Emergent literacy; Emotional and behavioural factors; Epilepsy; Error analysis; Expectancy-value theory; Explanatory style; Explicit teaching; Expressive language disorder; Extrins