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Strategies for Addressing Behavior Problems in the Classrooms

ISBN: 9780131179868 | 0131179861
Edition: 5th
Format: Paperback
Publisher: Prentice Hall
Pub. Date: 1/1/2006

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SummaryTable of Contents
Through research-based content coupled with practical examples, this book prepares teachers to effectively manage the behaviors of students with emotional and behavior disorders. Now in its fifth edition, this book has increased coverage in such topics as Positive Behavior Supports/Interventions and Functional Assessment. Special Educators and General Education Teachers.
For undergraduate and graduate courses in behavior management. This practical text provides an in-depth look at specific behaviors and the strateg... MORE
PART 1 FOUNDATIONS OF EFFECTIVE BEHAVIOR MANAGEMENT
1(190)
Identifying and Serving Students With Behavior Problems
2(34)
... MORE
2(1)
Objectives
2(1)
Key Terms
3(1)
Come into My Classroom: A Case Study
4(1)
Introduction
5(1)
Positive Behavior Support
6(5)
Implementing Positive Behavior Support
8(1)
Behavior Intervention Planning
9(2)
Legislation Affecting Student Behavior
11(3)
IDEA 2004 Disciplinary Regulations
11(2)
Section 504 and the Americans with Disabilities Act
13(1)
No Child Left Behind Act
13(1)
Behavior Disorders or Problem Behaviors?
14(2)
Identifying Students with Behavioral Disorders
16(12)
Systematic Screening
17(1)
Assessment for Identification
18(1)
Certification
19(8)
Behavior Support in General Education Settings
27(1)
Behavior Problems and Educational Placement
28(3)
Summary
31(1)
Discussion/Application Ideas
31(1)
Notes
32(1)
References
32(4)
School- and Classroom-Wide Positive Behavior Support
36(30)
Outline
36(1)
Objectives
36(1)
Key Terms
37(1)
Come into My Classroom: A Case Study
38(3)
Introduction
41(1)
Why Emphasize Prevention?
41(3)
Universal Interventions
42(1)
Who Owns the Problem?
42(1)
Prevention and Early Intervention
43(1)
Implementing School-Wide Positive Behavior Support
44(6)
Using Behavior Incident Data
45(2)
Designing School-Wide Systems
47(3)
Implementing Positive Behavior Support in the Classroom
50(11)
Extending School-Wide Strategies
50(1)
Promoting Success in the Classroom
51(1)
Effective Instruction and Student Behavior
52(6)
Group Management Systems in the Classroom
58(3)
Summary
61(1)
Discussion/Application Ideas
61(1)
References
62(4)
Principles of Intervention Planning
66(30)
Outline
66(1)
Objectives
66(1)
Key Terms
67(1)
Come into My Classroom: A Case Study
68(1)
Introduction
69(1)
Principles of Applied Behavior Analysis
69(4)
Principle I
69(2)
Principle II
71(1)
Principle III
71(1)
Principle IV
72(1)
Principle V
73(1)
Principle VI
73(1)
Systematic Procedures for Influencing Behavior
73(12)
Behavioral Enhancement Procedures
75(4)
Behavior Reduction Procedures
79(6)
Legal and Ethical Guidelines
85(3)
Effective Practices
88(2)
Summary
90(1)
Discussion/Application Ideas
91(1)
References
91(5)
Assessment-Based Intervention Planning
96(36)
Outline
96(1)
Objectives
96(1)
Key Terms
97(1)
Come into My Classroom: A Case Study
98(3)
Introduction
101(1)
The Assessment Process
102(1)
Identifying Problem Behavior
103(7)
Standards for Social Behavior
103(1)
Ruling Out Medical Explanations for Problem Behavior
104(1)
Social Validation of Problem Behaviors
104(2)
Screening
106(4)
Assessment-Based Intervention Planning
110(18)
Step 1: Assess the Student's Behavior
111(5)
Step 2: Propose a Hypothesis
116(2)
Step 3: Assess the Validity of the Hypothesis
118(2)
Step 4: Design an Intervention
120(4)
Step 5: Collect Data on Intervention Effectiveness and Adjust the Plan as Needed
124(1)
Step 6: Write Long- and Short-Term Intervention Objectives
125(3)
Summary
128(1)
Discussion/Application Ideas
128(1)
Notes
128(1)
References
129(3)
Monitoring Student Progress
132(28)
Outline
132(1)
Objectives
132(1)
Key Terms
133(1)
Come into My Classroom: A Case Study
134(2)
Introduction
136(1)
Overview of Classroom Measurement
137(5)
Teacher Objections to Systematic Measurement of Student Progress
138(1)
Frequently Asked Questions About Monitoring Student Behavior
139(3)
Measuring Student Progress
142(15)
Selecting a Monitoring Format and Procedures
142(4)
Recording Strategies
146(7)
Observing and Recording Multiple Behaviors of Students
153(1)
Student Portfolios
153(3)
Using Technology to Observe and Record Behaviors
156(1)
Assessing Observer Agreement
156(1)
Summary
157(1)
Discussion/Application Ideas
157(1)
References
158(2)
Evaluating Intervention Effects
160(31)
Outline
160(1)
Objectives
160(1)
Key Terms
161(1)
Come into My Classroom: A Case Study
162(2)
Introduction
164(1)
Graphing and Charting Student Performance
164(11)
Autographing Formats
166(1)
Graph or Chart?
167(1)
Types of Graphs and Charts
168(2)
Guidelines for Graph or Chart Construction
170(2)
The Role of Program Monitoring and Evaluation in IEPs
172(3)
Data-Based Decision Making
175(9)
Analyzing Level
179(1)
Analyzing Data Trends
179(5)
Single-Subject Research Designs
184(5)
Withdrawal and Reversal Designs
185(1)
Changing Criterion Design
186(2)
Alternating Treatments Design
188(1)
Summary
189(1)
Discussion/Application Ideas
189(1)
References
189(2)
PART 2 STRATEGIES FOR SPECIFIC BEHAVIOR PROBLEMS
191(124)
Addressing Disruptive Behaviors
192(28)
Outline
192(1)
Objectives
192(1)
Key Terms
193(1)
Introduction
194(1)
Come into My Classroom: A Case Study
194(1)
Environmentally Mediated Interventions
195(3)
Rules
195(2)
Teacher Movement Patterns
197(1)
Teacher-Mediated Interventions
198(8)
Monitoring Teacher Verbal and Nonverbal Behavior
198(1)
Reprimands
199(1)
Physical Interactions with Students
199(1)
High-Probability Request Sequences
200(1)
The Praise-and-Ignore Approach
200(1)
Differential Reinforcement of Other Behaviors
200(1)
Differential Reinforcement of Low Rates of Behavior
201(1)
Public Posting
201(1)
Contingency Contracting
202(1)
Token Economy Programs
202(4)
Peer-Mediated Interventions
206(5)
Group Goal Setting and Feedback
206(1)
Peer Monitoring
207(1)
Peer Management
208(1)
Group Contingencies
208(2)
Good Behavior Game
210(1)
Self-Mediated Interventions
211(2)
Self-Monitoring
211(1)
Self-Evaluation
212(1)
Self-Graphing
213(1)
Self-Instruction
213(1)
Summary
213(1)
Come into My Classroom: A Case Study
213(5)
Discussion/Application Ideas
218(1)
References
218(2)
Improving School Survival Skills and Social Skills
220(38)
Outline
220(1)
Objectives
220(1)
Key Terms
221(1)
How This Chapter Is Organized
222(1)
Improving School Survival Skills
222(1)
Assessing School Survival Skills
222(1)
Come into My Classroom: A Case Study
222(3)
Promoting Self-Determination
223(2)
Teacher-Mediated Strategies
225(7)
General Guidelines
225(2)
Managing Routines
227(1)
Homework Strategies
227(1)
Instructional Modifications
228(1)
Direct Teaching of School Survival Skills
228(1)
Combining Contingency Management with Other Strategies
228(4)
Peer-Mediated Strategies
232(2)
Peer Tutoring
232(1)
Cooperative Learning
233(1)
Self-Mediated Strategies
234(1)
Strategies to Improve Social Competence
234(1)
Assessment Considerations
234(4)
Social Withdrawal
238(1)
Teacher-Mediated Strategies
239(3)
Social Skills Instruction
239(3)
Peer-Mediated Strategies
242(1)
Peers as Instructional Agents
242(1)
Self-Mediated Strategies
242(6)
Come into My Classroom: A Case Study
248(6)
Summary
254(1)
Discussion/Application Ideas
254(1)
References
254(4)
Addressing Aggressive Behaviors
258(28)
Outline
258(1)
Objectives
258(1)
Key Terms
259(1)
Come into My Classroom: A Case Study
260(1)
An Introduction to Antisocial Behavior
260(1)
Documenting and Understanding Aggressive Behavior
261(1)
Teacher-Mediated Strategies
262(10)
Academic Intervention
263(1)
Verbal De-escalation
263(3)
Anger Management Training
266(1)
Social Competence Training
266(1)
Contingency Management Strategies
266(3)
Token Reinforcement and Response Cost
269(1)
Time-Out from Reinforcement
270(1)
Crisis Interventions
270(2)
Peer-Mediated Strategies
272(3)
Peer Confrontation
273(1)
Conflict Resolution Strategies
273(2)
Peers as Teachers of Anger Management
275(1)
Self-Mediated Strategies
275(1)
Summary
275(1)
Come into My Classroom: A Case Study
276(9)
Discussion/Application Ideas
285(1)
References
285(1)
Developing Alternatives to Self-Stimulatory and Self-Injurious Behavior
286(29)
Outline
286(1)
Objectives
286(1)
Key Terms
287(1)
Come into My Classroom: A Case Study
288(1)
Introduction
289(3)
Self-Stimulatory Behavior
289(3)
Self-Injurious Behaviors
292(2)
A Note About SIB and SSB Assessment and Interventions
292(2)
SSB, SIB, and Functional Relations
294(1)
Motivative Operations
295(1)
Assessment of SSB
296(1)
Intervention Strategies for SSB
297(3)
Enriching the Environment
298(1)
Social Reinforcement Approaches
298(1)
Reinforcing Alternative Behaviors
298(1)
Noncontingent Reinforcement
298(1)
Perceptual Reinforcement
298(1)
Stimulus Variation
299(1)
Sensory Preferences
299(1)
Response-Reinforcer Procedure
299(1)
Sensory Reinforcement
299(1)
Automatic Reinforcement
299(1)
Sensory Extinction Procedure
300(1)
Environmental Safety Considerations
300(1)
Assessment of SIB
300(1)
Intervention Strategies for SIB
301(5)
Environmental Changes
301(2)
Environmental Safety Considerations
303(1)
DRO
303(1)
NCR
304(1)
Interruption and Redirection
304(1)
Weakening SIB
304(1)
Restraint Devices
305(1)
Movement Suppression Procedure
305(1)
Summary
306(1)
Come into My Classroom: A Case Study
306(5)
Discussion/Application Ideas
311(1)
Notes
311(1)
References
312(3)
PART 3 BEYOND THE CLASSROOM
315(56)
Supporting Students With Psychiatric Problems
316(18)
Outline
316(1)
Objectives
316(1)
Key Terms
317(1)
Introduction
318(1)
Come into My Classroom: A Case Study
318(1)
Mental Health Prevention Services
319(1)
Identifying Psychological Problems
319(2)
Interview Strategy
319(2)
Depression
321(2)
Bipolar Disorder
323(1)
Suicide
323(1)
Drug and Alcohol Abuse
324(5)
Alcohol and Other Depressants
325(2)
Marijuana
327(1)
Heroin
327(1)
Hallucinogens
327(1)
Inhalants
327(1)
Narcotics
328(1)
Club Drugs
328(1)
Stimulants
328(1)
Steroids
328(1)
Eating Disorders
329(1)
Anxiety Disorders
330(1)
Specific Phobias
331(1)
Summary
331(1)
Come into My Classroom: A Case Study
332(1)
Discussion/Application Ideas
332(1)
References
332(2)
Extending Intervention Effects
334(37)
Outline
334(1)
Objectives
334(1)
Key Terms
335(1)
Come into My Classroom: A Case Study
336(4)
Introduction
340(1)
Principles of Maintenance and Generalization
341(6)
Take Advantage of Natural Communities of Reinforcement
342(1)
Train Diversely
343(2)
Incorporate Functional Mediators
345(2)
Transition Planning
347(12)
Transitions to Less Restrictive Educational Settings
348(5)
Transitions to Other Settings
353(6)
Effective Collaboration
359(7)
Working with School Personnel
359(2)
Working with Families
361(3)
Working with Community Professionals and Agencies
364(2)
Summary
366(1)
Discussion/Application Ideas
366(1)
Notes
367(1)
References
367(4)
Epilogue371(2)
Index373

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