Managing Classroom Behavior Using Positive Behavior Supports

An essential how-to guide to positive behavior support in schools. #xA0; Written as a methods manual for positive behavior support (PBIS) in school settings, this first edition text focuses on practical strategies for the classroom with step-by-step application examples. After an opening chapter that reviews the key literature and concepts related to evidence-based practice in positive behavior support, the text quickly moves on to a well-organized collection of indispensible tutorials, methods, and applications for teachers written in clear, down-to-earth language and supplemented with real-life examples

Terrance M. Scott is a Professor and Distinguished University Scholar at the University of Louisville where he directs the Center for Academic and Behavior Research. He received his Ph.D. in Special Education in 1994 and began his special education career as a counselor in a residential treatment center adjudicated adolescent boys. After receiving his master’s degree in special education he taught in self-contained classrooms and directed public school programs for students with emotional and behavioral disorders. He has over 70 published articles, book chapters, and training media in the areas of behavioral disorders and behavioral support systems and is a past editor of the professional journal Beyond Behavior. In 2004, he received the Distinguished Early Career Award from the Research Division of the International Council for Exceptional Children. His main research interests are related to students with challenging behavior, with special focus on school-wide prevention, effective instruction, functional behavior assessment, and effective classroom and behavior management.

 

Peter J. Alter is an Assistant Professor at the University of Louisville. He holds a Ph.D. from the University of Florida. Dr. Alter has published multiple journal articles and book chapters and conducted over 50 regional, national and international presentations on classroom intervention strategies and behavior supports. He is the current co-editor of the professional journal Beyond Behavior. Prior to earning his doctorate, Dr. Alter spent 10 years working with students with challenging behavior including the final six years in Florida public schools as a teacher of students with emotional and behavioral disorders in self-contained settings. He was the winner of the 2006 Carl Fenichel Memorial Research Award for the outstanding dissertation in the area of behavior disorders.

 

Cynthia M. Anderson is an Associate Professor at University of Oregon. She is the Department Chair of Special Education and Clinical Sciences within the College of Education. She holds her PhD in Clinical Child Psychology from West Virginia University and is a licensed psychologist. Dr. Anderson has published over 60 books, chapters, and training documents on behavior supports and systems-change in education. She regularly conducts trainings, workshops, and presentations for educators on behavior support and systems-change. Her research interests focus on functional behavior assessment and intervention, secondary interventions for behavior disorders, and school-wide systems change. Dr. Anderson is an Associate Editor for School Psychology Review and is on the editorial boards for Journal of Applied Behavior Analysis, Journal of Positive Behavior Interventions, The Behavior Analyst, and Journal of School Psychology.

Chapter 1

Introduction to a Prevention-Focused Model of Behavior Support

Discipline Problems in the School

            The “Causes” of Misbehavior

            Summary

Proactive Management

            Preventing Failure by Promoting Success

Prevention and the Academic-Social Behavior Connection

A Three-Tiered Approach to Proactive Management

Chapter Review

 

Chapter 2

Understanding Behavior

A Functional Approach

Assumptions of a Functional Model

            Behavior Is Learned

            Behavior Is Lawful

            Behavior Can Be Changed

Applying the Functional Model to Student Behavior

Define What the Person Says or Does

Identify Key Features of the Environment

            Antecedent Events

            Consequences

Chapter Review

 

Chapter 3

Overview of a Functional Approach to Intervention

 Assessment from a Functional Perspective

            Function of Behavior

Functional Behavior Assessment

            Step 1: Defining Behavior

            Step 2: Assess Predictable Patterns

            Step 3: Developing a Hypothesis About the Function of Behavior

            Conducting an FBA

Summary: Understanding Behavior Through a Functional Behavior Assessment

Chapter Review

 

Chapter 4

Measuring Behavior in the School

 Defining Behavior

            Dimensions of Behavior

Measurement Process

            Step 1: Determine What to Monitor

            Step 2: Determine the Simplest Way to Collect Data

            Step 3: Monitor Behavior in a Consistent Manner

            Step 4: Use Data to Evaluate and Make Decisions

Behavior Monitoring Methods

            Event-Based Recording

            Time-Based Recording

Decision Model

Chapter Review

 

Chapter 5

Using Data to Make Instructional Decisions

 Scope and Sequence: What Should Be Taught First, Second. . .?

            Performing a Task Analysis: How Is It Done?

Goals and Objectives: Plans for Teaching and Evaluation

            Educational Goal Statement

            Instructional Objectives

Writing Instructional Objectives: Process

Evaluating Instruction

            Graphing Behavior: Visual Representations of Performance

Evaluating Performance

            Aim Lines

            Trend Lines

Data-Based Decision Making

            Determining Effectiveness of the Plan

Decisions: Successful Performance

Chapter Review

 

 Chapter 6

A Function-Based Perspective of Classroom Management           

 Rationale for Assessing a Classroom

        Matching the Intervention to the Classroom

        Emphasizing Educative Behavior Management

        Conducting a Functional Behavior Assessment of the Classroom

        Focus on Functional Routines

        Using a Scatter Plot to Identify Problematic Routines

Antecedents and Consequences

        Antecedent Variables

Setting Events and Contextual Variables Affecting Behavior in the Classroom

Activities as Possible Setting Events

Discriminative Stimuli

Identifying Cues for Appropriate Behavior

Consequences

        Consequences for Inappropriate Behavior

        What Consequences Follow Problem Behavior?

        Which Consequences Are Reinforcing the Behavior?

        Consequences for Appropriate Behavior

Summary

Chapter Review

Appendix A–Functional Assessment for Classroom Environments Template

Appendix B–Functional Assessment for Classroom Environments Example

 

Chapter 7

Effective Instruction for Behavior

The Importance of Instruction

            Instruction = Maximizing Success Rates

            The Academic-Behavior Connection

Key Features of Effective Instruction    

            Effective Instruction for Behavior

            Facilitating Instruction

            Considerations

Chapter Review

  

Chapter 8

Antecedent Interventions in the Classroom

Changing Setting Events to Improve Student Behavior

Changing the Physical Layout of the Room

Defining and Teaching Expected Behavior

Structure of Routines

Supervision Style

Activities That Occur Before or After Class

Manipulating the Effects of Discriminative Stimuli

Summary

Chapter Review

 

Chapter 9

Using Consequences to Encourage Student Behavior in the Classroom

Teachers’ Objections to Reinforcement

Positive Reinforcement

Negative Reinforcement

Acknowledging Appropriate Behavior

            Attention as a Reinforcer

Activity Reinforcers

Tangible Reinforcers

Whole-Class Formal Acknowledgment Systems

            The Good Behavior Game

Teachers Need Reinforcement Too

Chapter Review

 

Chapter 10

Designing Individualized Instructional Strategies

Replacement Behaviors

            Instruction

Errorless Learning

            Shaping

            Chaining

Instructional Manipulations

            Modeling

            Provide Opportunities to Respond       

     Manipulate Task Difficulty

            Constant Time Delay

            Guided Practice

Chapter Review

 

Chapter 11

Creating Environments That Predict Individual Student Success

 Antecedent Interventions

            Teacher/Student Relationships

            Consistent Routines and Physical Arrangement

            Prompts and Cues

            Antecedent Compliance Strategies

            Maintenance and Generalization

Chapter Review

 

Chapter 12

Strategies for Responding to Individual Success: Reinforcement

 Choosing Behaviors to Reinforce

            Identifying the Reinforcers (What?)

            Using Reinforcers (How?)

            Token Economies

            Behavior Contracts

            Schedules of Reinforcement (When?)

            Tracking Progress (Is the Reinforcement Working?)

Summary

Chapter Review

 

Chapter 13

Strategies for Responding to Individual Misbehavior: Punishment Issues

 Punishment Issues

Punishment Strategies

            Verbal and Nonverbal Reprimand

            Negative Punishment

            Response Cost

            Positive Punishment

Chapter Review

 

Chapter 14

Behavior Support Plans

 Rationale for Behavior Support Plans

Key Components of Behavior Support Plans

Practices: Key Features of the Intervention

            Antecedent Interventions

            Desired Behaviors

            Skill Building

            Reinforcement

            Minimizing Reinforcement

            Safety Plan

Systems for Implementation

Data to Guide Decision-Making

Putting It All in Place: The Process of Support Planning

Behavior Support Teams: Who Is Involved?

            Facilitating Support Planning

Chapter Review

Appendix A–Behavior Support Plan Template

 

Name Index

Subject Index