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Practical and applied, this text focuses specifically on preventing and remediating challenging behavior in school settings at all grade levels, from preschool through high school, in the general education and self-contained classroom settings, and across students with and without special needs. It provides assessment strategies: to identify the function of behavior and specific strategies within each function; to increase appropriate behavior and those to support and partner with families; for providing consultation and working as a team to address behavior.
This approach to functional assessment and intervention introduces a sensory regulation/sensory stimulation function and provides strategies related to sensory-based challenging behavior. Its strong use of vignettes and open-ended case studies promotes problem-solving among readers as they identify the function of behavior, choose intervention options, and pinpoint typical functional assessment practices.
Taking a comprehensive and positive approach to managing behavior, this practical book provides useful applications to assist education professionals and families in selecting detailed interventions to address challenging behavior. Through these positive interventions, appropriate behavior is supported, replacing challenging behavior.
Written for special and general educators, consultants, therapists, administrators, and families who work with students and children with behavior concerns, this comprehensive, practical treatment of the topic presents a functional assessment model based on a naturalistic and team-based approach in preventing and resolving challenging behavior in school settings.
New to this Edition!
-NEW! More strategies have been added within each function to assist educators and behavior specialists in designing intervention strategies to prevent and remediate challenging behavior.
-NEW! Features additional discussion of school-wide or class-wide prevention strategies and how they fit within a multi-tiered level model of preventions and intervention.
-NEW! Includes the latest updates on the Individuals with Disabilities Education Improvement Act (2004) requirements related to challenging behavior and behavior intervention plans.
-NEW! References and examples of research have been updated throughout to provide the most current examples of effective intervention strategies, assessment practices and sources to review for additional information.
| Introduction to Challenging Behavior and the Functional Assessment and Intervention Model | |
| The Importance of Identifying and Addressing Challenging Behavior | |
| Identifying Why Challenging Behavior Occurs | |
| Assumptions and Goals of Functional Assessment | |
| Conducting a Functional Assessment | |
| Assessing the Current Environment | |
| Identifying the Function of Challenging and Appropriate Behaviors | |
| Selecting and Implementing Function-Based Interventions | |
| Selecting Setting Events, Antecedent, and Consequence Strategies and Appropriate Replacement Behaviors | |
| Intervention Strategies Related to the Positive Reinforcement Function | |
| Intervention Strategies Related to the Negative Reinforcement Function | |
| General Intervention Strategies Related to the Sensory Regulation/Sensory Stimulation Function | |
| Specific Intervention Strategies Related to the Increase and Decrease in Sensory Regulation/Sensory Stimulation Functions | |
| Strategies to Promote Generalization and Maintenance of Behavior and to Prevent the Development and Recurrence of Behavior | |
| Functional Assessment Within School Settings | |
| Guidelines for Program Implementation and Consultation | |
| References | |
| Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
CART
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