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Behavior Management : Applications for Teachers,9780130880819
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Behavior Management : Applications for Teachers

by ;
Edition:
3rd
ISBN13:

9780130880819

ISBN10:
0130880817
Format:
Paperback
Pub. Date:
1/1/2001
Publisher(s):
Prentice Hall
List Price: $73.00
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Summary

"For undergraduate and Special Ed or General Ed graduate courses in Special Ed. Behavior Management and Classroom Management or Applied Behavior Analysis." "Behavior Management: Applications for Teachers "provides a comprehensive overview of behavior management and classroom management to include introduction, definitions, assessment (functional and formal), strategies and applications. The focus of the strategies presented in this text is positive behavioral support and the prevention of challenging behavior within the classroom setting. Special attention is paid to special populations, such as young children, teens, and students from diverse backgrounds. The text is packed with classroom connection vignettes, follow-up discussion questions per classroom connection, practical applications and examples so that the content is clear to the reader and easily applied to the classroom.

Table of Contents

PART I Understanding and Assessing Behavior 1(280)
Foundations for Understanding and Managing Behavior
2(38)
Basic Concepts of Behavior and Behavior Management
3(10)
Behavior
3(1)
Antecedents
4(1)
Consequences
5(1)
Stimuli
6(1)
Responses
7(1)
Reinforcement
7(1)
Punishment
8(1)
Prompts and Cues
9(4)
Basic Assumptions of Behavior and Behavior Management
13(3)
Most Behaviors Are Learned
13(1)
Most Behaviors Are Stimulus-Specific
14(1)
Most Behaviors Can Be Taught, Changed, or Modified
14(1)
Behavior Change Goals Should Be Specific and Clearly Defined
14(1)
Behavior Change Programs Should Be Individualized
14(1)
Behavior Change Programs Should Focus on the Here and Now
15(1)
Behavior Change Programs Should Focus on the Child's Environment
15(1)
Myths and Misconceptions About Behavior and Behavior Management
16(4)
Myth: Changing Another Person's Behavior Is Coercive
17(1)
Myth: The Use of Reinforcement to Change Behavior Is A Form of Bribery
17(1)
Myth: Children Will Learn to Behave Appropriately Only for Reinforcement
18(1)
Myth: Children Should ``Work'' for Intrinsic Reinforcers
18(1)
Myth: All Children Should Be Treated in the Same Way
18(2)
History and Foundations of Current Behavior Analysis and Management
20(14)
Classical Conditioning
20(3)
Operant Conditioning
23(4)
Social Learning Theory
27(1)
Behavior Therapy
28(4)
Applied Behavior Analysis
32(2)
Summary
34(2)
Discussion Questions
36(1)
References
36(4)
Formal Behavioral Assessment
40(42)
Common Features of Behavioral Assessment
41(2)
Assessment for Intervention Planning: A Seven-Step Model
43(32)
Behavioral Assessment Model Step
1(42)
Decide If a Problem Exists
43(2)
Behavioral Assessment Model Step 1: Data Collection Methods
45(11)
Behavioral Assessment Model Step 2: Determine If Intervention Is Warranted
56(1)
Behavioral Assessment Model Step 2: Data Collection Methods
57(7)
Behavioral Assessment Model Step 3: Determine If Medical and / or Psychological Reasons Exist that Contribute to the Problem Behavior
64(1)
Behavioral Assessment Model Step 3: Data Collection Methods
65(10)
Summary
75(1)
Discussion Questions
76(2)
References
78(4)
Functional Behavioral Assessment
82(54)
What Is a ``Functional Assessment''?
83(2)
Functional Behavioral Assessment Mandated by Law
84(1)
Functional Assessment of Unacceptable Behavior
84(1)
Target Behaviors
85(6)
Defining Target Behaviors
85(2)
Establishing Behavioral Objectives
87(2)
Naturalistic Observation
89(1)
Anecdotal Observation: The ABC Analysis
89(2)
Functional Assessment Interviews
91(1)
Dimensions of Behavior
91(4)
Frequency
92(1)
Duration
92(1)
Rate
93(1)
Latency
94(1)
Intensity or Magnitude
95(1)
Measurement of Behavior
95(8)
Frequency Recording/Event Recording
97(1)
Duration Recording
97(1)
Interval Recording
98(3)
Time Sampling
101(2)
Curriculum-Based Assessment
103(6)
Understanding a Student's Relationship with the Classroom Curriculum
104(2)
Assessment of Functional Curriculum
106(1)
Assessment of Preferred vs. Nonpreferred Tasks
106(1)
Assessment of Task Difficulty
106(1)
Probing Academic Performance
107(1)
Error Analysis
108(1)
Accuracy of Behavioral Observation and Measures
109(4)
Reactivity
109(1)
Observer Drift
109(1)
The Recording Procedure
110(1)
Location of the Observation
110(1)
Observer Expectancy
110(1)
Characteristics of Subjects, Observers, and Settings
110(1)
Personal Values and Bias
111(1)
Data Collection Aids
112(1)
Reliability Of Observations
113(4)
Reliability of Frequency Counts
114(1)
Reliability of Duration and Latency Measures
115(1)
Reliability for Interval Recording and Time Sampling
115(2)
Recording Observations
117(2)
Permanent Product Recording
117(1)
Data Collection Forms
117(1)
Coding Systems
118(1)
Displaying Observational Data
119(11)
Line Graphs
120(1)
Cumulative Graphs
121(1)
Bar Graphs
122(1)
Baseline and Intervention Measures
122(8)
Summary
130(1)
Discussion Questions
131(1)
References
132(4)
Single-Subject Designs
136(28)
The Purpose of Single-Subject Designs
137(3)
Types of Single-Subject Designs
140(19)
The A-B Design
140(3)
The A-B-A Design
143(2)
The A-B-A-B Design
145(2)
The Alternating Treatments Design
147(3)
The Changing Criterion Design
150(1)
Multiple-Baseline Designs
151(8)
Summary
159(1)
Discussion Questions
160(1)
References
160(4)
PART III Increasing Appropriate Behavior
Establishing a Reinforcement Program
164(36)
Reinforcement
165(7)
Definition
165(3)
Types of Reinforcers
168(4)
Establishing a Reinforcement Program
172(2)
Establishing Clear Rules and Guidelines
172(1)
Setting the Example
173(1)
The Delivery of Reinforcers
173(1)
Schedules of Reinforcement
174(4)
Ratio Reinforcement Schedules
176(1)
Interval Reinforcement Schedules
176(2)
Shaping and Chaining New Behaviors
178(5)
Shaping
178(3)
Chaining
181(2)
Token Economy Reinforcement Programs
183(4)
Characteristics of Tokens
184(1)
Establishing a Token Economy Program
184(3)
Contingency Contracting
187(2)
Advantages of Contracts
188(1)
Generalization
189(5)
Stimulus Generalization
189(2)
Response Generalization
191(1)
Promoting Generalization of Behavior Change
192(2)
Maintenance
194(1)
Promoting the Maintenance of Behavior Change
194(1)
Summary
195(1)
Discussion Questions
196(1)
References
197(3)
Cognitive Behavior Modification
200(48)
What Is Cognitive Behavior Modification?
201(2)
The Origins of Cognitive Behavior Modification
203(2)
Trends in Behavioral Psychology
203(1)
Trends in Cognitive Psychology
204(1)
The Procedures of Cognitive Behavior Modification
205(29)
Self-Instructional Training
205(6)
Self-Management Training
211(10)
Problem-Solving Training
221(4)
Anger-Control Training
225(5)
Alternate Response Training
230(2)
Attribution Retraining
232(2)
Rational-Emotive Therapy
234(3)
Definition
234(1)
Theoretical Foundation and Research Base
234(1)
Application
235(2)
Current Status of Cognitive Behavior Modification
237(2)
Development and Generalization of CBM Programs
239(1)
Summary
240(1)
Discussion Questions
240(1)
References
241(7)
Development of Social Competence
248(32)
Definition and Rationale for Social Competence
250(1)
Targeting Skills for Intervention
251(2)
Social Validation of Skills to Be Taught
252(1)
Assessment of Social Skills
253(1)
Social Competence Intervention
254(16)
Specific Interventions to Promote Development of Social Competence
256(8)
Guidelines for Social Skills Instruction
264(6)
Effective Behavior Support of Social Competence
270(6)
Specific Generalization Training Procedures
270(3)
Increasing Social Competence Using Behavior Support Techniques
273(3)
Summary
276(1)
Discussion Questions
277(1)
References
277(3)
PART III Understanding and Managing Challenging Behaviors 280(132)
Behavior Reduction Strategies
282(58)
Terminology
283(1)
Appropriate Terminology for Challenging Behavior
284(1)
Is There Really a Problem?
284(1)
Differential Reinforcement of Behavior
285(8)
Differential Reinforcement of Other Behaviors
285(3)
Differential Reinforcement of Alternative Behaviors
288(1)
Differential Reinforcement of Incompatible Behaviors
289(1)
Differential Reinforcement of Lower Rates of Behavior
290(1)
Differential Reinforcement of Higher Rates of Behavior
291(2)
Preventive Strategies
293(7)
Interrupting the Behavior Chain
294(1)
Preventive Strategies for School
295(3)
Preventive Strategies for the Classroom
298(2)
General Behavior Reduction Guidelines
300(6)
The Fair Pair Rule
300(1)
Be Consistent
300(3)
Avoid Reinforcing Inappropriate Behavior
303(1)
Consequences for Inappropriate Behavior
303(1)
Deal with Inappropriate Behavior Immediately
304(1)
Avoid Ineffective Procedures
304(1)
Restrictiveness and Social Acceptability
305(1)
Establishing Safeguards and Program Review Procedures
306(1)
Program Review and Human Rights Committees
306(1)
Specific Behavior Reduction Strategies
307(25)
Extinction
307(5)
Time-Out from Positive Reinforcement
312(7)
Response Cost
319(3)
Restitution, Positive Practice, and Overcorrection
322(5)
Medications
327(3)
Physical Restraint
330(1)
Corporal Punishment
331(1)
Summary
332(1)
Discussion Questions
333(1)
References
334(6)
Specific Behavior Challenges
340(52)
Disruptive Behavior
344(3)
Typical Observable, Measurable Behaviors
344(1)
Common Causes and/or Antecedents of Disruptive Behavior
345(1)
Acceptable Replacement Behaviors for Disruptive Behavior
346(1)
Effective Interventions for Teaching, Promoting, and Supporting Replacement Behavior for Disruptive Behavior
346(1)
Noncompliance
347(6)
Typical Observable, Measurable Behaviors
347(1)
Common Causes and/or Antecedents of Noncompliance
348(2)
Acceptable Replacement Behaviors for Noncompliant Behavior
350(1)
Effective Interventions for Teaching, Promoting, and Supporting Replacement Behavior for Noncompliant Behavior
351(2)
Impulsivity
353(3)
Typical Observable, Measurable Behaviors
353(1)
Common Causes and/or Antecedents for Impulsive Behavior
354(1)
Acceptable Replacement Behaviors for Impulsivity
355(1)
Effective Interventions for Teaching, Promoting, and Supporting Replacement Behavior for Impulsive Behavior
355(1)
Inattention
356(3)
Typical Observable, Measurable Behaviors
356(1)
Common Causes and/or Antecedents for Inattention
357(1)
Acceptable Replacement Behaviors for Inattention
357(1)
Effective Interventions for Teaching, Promoting, and Supporting Replacement Behavior for Inattention
358(1)
Hyperactivity
359(4)
Typical Observable, Measurable Behaviors
359(1)
Common Causes and/or Antecedents for Hyperactive Behavior
360(1)
Acceptable Replacement Behaviors for Hyperactivity
361(1)
Effective Interventions for Teachin, Promoting, and Supporting Replacement Behavior for Hyperactivity
362(1)
Aggressive Behavior
363(10)
Typical Observable and Measurable Aggressive Behaviors
363(3)
Common Causes and/or Antecedents for Aggressive Behavior
366(5)
Acceptable Replacement Behaviors for Aggression
371(1)
Effective Interventions for Teaching, Promoting, and Supporting Replacement Behavior for Aggression
371(2)
Temper Tantrums
Typical Observable, Measurable Behaviors
373(1)
Common Causes and/or Antecedents for Tantrum Behavior
374(1)
Acceptable Replacement Behaviors for Temper Tantrums
375(1)
Examples of Interventions for Teaching, Promoting, and Supporting Alternatives to Tantrum Behavior
375(1)
Stereotypy
376(4)
Typical Observable, Measurable Behaviors
376(1)
Common Causes and/or Antecedents for Stereotypic Behavior
377(2)
Acceptable Replacement Behaviors for Stereotypic Behavior
379(1)
Effective Interventions to Teach, Promote, and Support Replacement Behaviors for Stereotypic Behavior
379(1)
Depression
380(4)
Typical Observable, Measurable Behaviors
380(1)
Common Causes and/or Antecedents for Depression
381(1)
Acceptable Replacement Behaviors for Depression
382(1)
Effective Interventions to Teach, Promote, and Support Replacement Behaviors for Depression
383(1)
Summary
384(1)
Discussion Questions
385(1)
References
385(7)
Legal Considerations for Public Schools
392(20)
Teachers' Duty to Enforce Discipline
393(1)
Students' Due Process Protections
394(4)
Procedural Due Process: The Right to Fair Procedures
394(3)
Substantive Due Process: The Right to Reasonableness
397(1)
Disciplining Students with Disabilities
398(6)
Disciplinary Provisions of IDEA'97
399(4)
Proactively Addressing Behavior Problems of Students with Disabilities
403(1)
Implications for Teachers and Administrators
404(5)
Developing School District Disciplinary Policies and Procedures
404(5)
Summary
409(1)
Questions
410(1)
References
410(2)
PART IV Special Considerations for Special Populations 412(107)
Issues in Early Childhood Behavior
414(38)
Environmental Influences on Young Children's Behavior
416(5)
Premature/Dysmature Infants
417(1)
Alcohol and Other Drugs
418(1)
Lead Poisoning
418(1)
Child Maltreatment
419(1)
Environmental Variables
419(1)
Caregiver Variables
420(1)
The Efficacy of Early Intervention
421(5)
Variables Associated with Effective Early Intervention
424(2)
Understanding the Behavior of Young Children
426(2)
Appropriate Caregiving for Young Children
428(8)
Establishing a Caring and Loving Environment
428(8)
Variables Associated with Appropriate Behavior in Young Children
436(2)
Supervision
436(1)
Consistency
436(1)
Readiness Skills
437(1)
Environmental Considerations
437(1)
The Educational Setting for Young Children
438(8)
Social Density
438(1)
Physical Layout
438(2)
Appropriate Use of Materials
440(1)
Effective Scheduling
440(1)
Transitions
441(1)
Staffing Qualifications and Ratios
441(4)
Parent-Teacher Relationships
445(1)
Summary
446(1)
Discussion Questions
447(1)
References
447(5)
Adolescent Behavior: Influences, Predictors, and Intervention
452(28)
Behavior of Adolescents
454(5)
Independent Behavior
454(1)
Interpersonal Relationships
455(3)
Delinquent Behavior
458(1)
Positive and Negative Influences on Adolescent Behavior
459(6)
Major Life Changes
459(4)
Adult Influence on Behavior
463(1)
Peer Influence on Behavior
464(1)
Predictors of Behavior in Adolescents
465(2)
Friendships
465(1)
Parental Involvement
465(1)
Teacher Involvement
465(1)
Mental Health
466(1)
Other Stressors
466(1)
Effective Behaviorally Based Interventions for Adolescents
467(7)
Behavior Management Interventions
467(1)
Social Skills Interventions
468(1)
The Prepare Curriculum
468(4)
Cognitive Behavior Management Interventions
472(2)
Summary
474(1)
Discussion Questions
475(1)
References
476(4)
Cultural Influences on Behavior
480(39)
A Definition of Terms
482(1)
African Americans
483(5)
Demographics
483(1)
Cultural Influences on Behavior
484(2)
Recommendations for Schools and Teachers
486(2)
Hispanics/Latinos
488(7)
Demographics
488(2)
Cultural Influences on Behavior
490(2)
Recommendations for Schools and Teachers
492(3)
Asian and Pacific Islander (API)
495(8)
Demographics
495(2)
Cultural Influences on Behavior (East Asia: China, Japan, Korea)
497(3)
Cultural Influences on Behavior (Southeast Asia)
500(1)
Recommendations for Schools and Teachers
501(2)
Native Americans
503(8)
Demographics
503(1)
Cultural Influences on Behavior
504(4)
Recommendations for Schools and Teachers
508(3)
Integrating a Multicultural Approach in The Classroom
511(1)
Children from Mixed Racial and Ethnic Families
512(1)
Summary
513(2)
Discussion Questions
515(1)
References
515(4)
Name Index 519(9)
Subject Index 528


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