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Managing Classroom Behavior : A Reflective Case Based Approach,9780205274604

Managing Classroom Behavior : A Reflective Case Based Approach

by Kauffman, James M.; Mostert, Mark P.; Trent, Stanley C.; Hallahan, Daniel P.

Edition:

2nd

ISBN13:

9780205274604

ISBN10:

0205274609

Format:

Paperback

Pub. Date:

12/1/1997

Publisher(s):

Pearson College Div

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This is the 2nd edition with a publication date of 12/1/1997.

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Table of Contents

Preface

xi

PART I: Developing a Reflective Approach to Problems

1

(146)

1 Identifying Behavior Problems

3

(18)

Questions for Reflection

5

(13)

Could this problem be a result of inappropriate curriculum or teaching strategies?

5

(2)

What do I demand and prohibit--and what should I?

7

(3)

Demands

8

(1)

Prohibitions

8

(2)

Why do certain behaviors bother me, and what should I do about them?

10

(2)

Is this behavior developmentally significant?

12

(4)

Academic Failure

12

(1)

Aggression

13

(1)

Depression

14

(1)

Problems with Peers

15

(1)

Should I focus on a behavioral excess or a deficiency?

16

(1)

Will resolution of the problem solve anything else?

17

(1)

Summary

18

(1)

References and Resources for Further Study

18

(2)

Reference Notes

20

(1)

2 Analyzing Behavior Problems

21

(21)

Questions for Reflection

22

(18)

What are my assumptions about why students behave the way they do?

24

(1)

What are the most important alternative explanations of the misbehavior?

25

(1)

Are there causes of the misbehavior that I can control to a significant degree?

26

(1)

How should I define the behavior I am concerned about and identify its antecedents and consequences?

27

(8)

Defining Behavior

27

(1)

Identifying Antecedents

28

(1)

Identifying Consequences

29

(1)

Identifying Chains of Events

29

(2)

Identifying Coercive Interactions

31

(2)

Identifying the Patterns and Stages of Misbehavior

33

(2)

How might I identify the probable cognitive and affective aspects of the misbehavior?

35

(2)

How should I measure the behavior problem and behavior change?

37

(2)

What is a reasonable goal?

39

(1)

Summary

40

(1)

References and Resources for Further Study

40

(1)

Reference Notes

41

(1)

3 Changing Behavior

42

(27)

Questions for Reflection

43

(23)

Have I tried the simplest and most obvious strategies?

45

(4)

What approaches to helping students change their behavior are most likely to be successful?

49

(1)

How might I use the five operations of a behavioral approach?

50

(8)

Positive Reinforcement

51

(3)

Negative Reinforcement

54

(1)

Extinction

55

(1)

Response Cost Punishment

55

(2)

Punishment by Presenting Aversives

57

(1)

How can I capitalize on the cognitive and affective aspects of behavior change?

58

(2)

Talking with students

58

(1)

Choosing Consequences for Students' Behavior

58

(1)

Teaching Self-Control Procedures

59

(1)

Teaching Social Skills

59

(1)

Is my approach positive and supportive of appropriate behavior?

60

(1)

Can I use an instructional approach to prevent this behavior problem?

61

(5)

Precorrecting Problems

61

(3)

Interrupting the Acting-Out Cycle

64

(2)

Summary

66

(1)

References and Resources for Further Study

67

(1)

Reference Notes

68

(1)

4 Talking with Students

69

(26)

Questions for Reflection

70

(21)

How does classroom talk differ from talking in other places?

72

(1)

How is talking with students about their behavior related to my teaching goals?

73

(1)

How can I avoid unproductive talking with students about their behavior?

74

(4)

What verbal and nonverbal communication skills must I model and teach?

78

(5)

Listening

78

(1)

Using Proximity

79

(1)

Speaking Body Language

79

(1)

Establishing Eye Contact and Varying Facial Expressions

79

(1)

Pausing, Reflecting, and Probing

79

(1)

Describing, Not Judging

80

(1)

Choosing the Best Words

80

(1)

Using the Best Voice

81

(1)

Setting the Right Pace

81

(1)

Summarizing

81

(1)

Questioning

82

(1)

Waiting

83

(1)

How can talking with students help teach them personal responsibility?

83

(2)

How should I talk with students about appropriate behavior?

85

(2)

How should I talk with students about unacceptable behavior?

87

(1)

How should I talk with angry or aggressive students?

88

(2)

How should I talk with students who are withdrawn?

90

(1)

Summary

91

(1)

References and Resources for Further Study

92

(2)

Reference Notes

94

(1)

5 Using Peer Influence

95

(17)

Questions for Reflection

97

(11)

How might I use observational learning and vicarious consequences to affect the behavior of my students' peers?

98

(3)

Models Who Are Likely to Be Imitated

99

(1)

Rewarding the Model and Target Student

99

(1)

Limits of Vicarious Effects

100

(1)

What type of group contingency might I use to create desirable peer pressure?

101

(3)

Independent Group Contingencies

102

(1)

Dependent Group Contingencies

102

(1)

Interdependent Group Contingencies

102

(1)

Cooperative Learning

103

(1)

Cautions about Group Contingencies

103

(1)

How might I engage classroom peers as confederates?

104

(1)

How might I use peer tutors as a classroom resource?

105

(2)

Choosing and Training Tutors

106

(1)

Limitations of Peer Tutoring

106

(1)

What options should I consider in teaching social skills?

107

(1)

Summary

108

(1)

References and Resources for Further Study

109

(2)

References Notes

111

(1)

6 Working with Other Educators

112

(17)

Questions for Reflection

113

(12)

When do I need to seek assistance from colleagues?

114

(1)

How might I work with others to solve problems?

115

(1)

Consultants

115

(1)

Teacher Consultation Teams

116

(1)

Collaborative Teaching

116

(1)

What specific procedures should be followed, and to what extent should I participate?

116

(3)

Consultation

116

(2)

Operational Guidelines for Teacher Consultation Teams

118

(1)

Collaborative Teaching

119

(1)

How can administrators, parents, and students participate in the collaborative problem-solving process?

119

(2)

How do team members monitor and evaluate the effectiveness of interventions?

121

(1)

What are some cautions on collaborating with others?

122

(3)

Organize Sufficient Time to Plan

123

(1)

Receive Support from Administrators

124

(1)

Develop Positive Relationships and Identify Roles

124

(1)

Plan Access to Consultants and Collaborative Teachers

125

(1)

Summary

125

(1)

References and Resources for Further Study

126

(2)

Reference Notes

128

(1)

7 Working with Parents

129

(18)

Questions for Reflection

132

(12)

Why should I involve parents?

132

(2)

Reciprocity of Parent-Child Interaction

133

(1)

Why is it so hard to involve parents?

134

(1)

Shared Responsibility

134

(1)

When should I involve parents?

134

(2)

Should I expect all parents to be involved?

136

(1)

How should I communicate with parents?

136

(4)

Parent Conferences

137

(3)

In what ways can I involve parents?

140

(4)

Home-Note Programs

140

(4)

Summary

144

(1)

References and Resources for Further Study

144

(1)

References Notes

145

(2)

PART II: Cases for Analysis, Discussion, and Reflection

147

(76)

What You Don't Know Can Hurt You!

149

(4)

John McCullum

Grandma's Boy

153

(5)

Helen Jamison

Lenny

158

(2)

Sara Olson

When Secrets Disable

160

(4)

Cathy Schrock

What's Inclusion Got to Do with It?

164

(6)

Anita Atkinson

Yours, Mine, or Ours?

170

(5)

Steve Franklin

They Failed Derrick

175

(5)

Melinda Smith

Stealing Time

180

(4)

Robert Carter

The Truth about Alice

184

(3)

Janet Lane

One Bad Apple

187

(4)

Elaine Brown

Where to Now?

191

(6)

Connie Ballard

You've Got a Friend

197

(6)

Kim Patton

The Contract with Parrish and Son

203

(5)

Rebecca Phillips

Winnie

208

(5)

Patty Gray

Whose Class Is This?

213

(4)

Jane Lee

Wandering in the Wilderness--The Ups and Downs of a Novice LD Teacher

217

(6)

Jeff Harris

Index

223

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