Managing Classroom Behavior : A Reflective, Case-Based Approach

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

• ISBN13: 9780205340866
• ISBN10: 0205340865
• Edition: 3rd
• Format: Paperback
• Copyright: 2002-01-01
• Publisher: Allyn & Bacon

Summary

This popular case-based text applies behavior management principles to classroom teaching, with an emphasis on analyzing behavior management as an instructional problem. Managing Classroom Behavior summarizes principles of good instruction, the acting-out cycle, and how to work with students, other teachers, and parents. Behavioral principles and practices based on empirical research are illustrated with numerous examples. This text gives students practice in applying principles through analysis of actual case studies through self-questioning and reflection. Topics include identifying and analyzing behavior problems, basic behavior change strategies, talking with students, using the peer group, and working with other educators and parents.

Table of Contents

Preface	xi
PART I Developing a Reflective Approach to Problems	1	(140)
Identifying Behavior Problems	3	(18)
Questions for Reflection	4	(14)
Could this problem be a result of inappropriate curriculum or teaching strategies?	5	(1)
What do I demand and prohibit-and what should I?	6	(2)
Demands	8	(1)
Prohibitions	8	(2)
Why do certain behaviors bother me, and what should I do about them?	10	(1)
Is this behavior developmentally significant?	11	(1)
Academic Failure	12	(1)
Aggression	13	(1)
Depression	14	(1)
Problems with Peers	15	(1)
A Note about Multiple Problems	16	(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)
Analyzing Behavior Problems	21	(21)
Questions for Reflection	22	(17)
What are my assumptions about why students behave the way they do?	22	(2)
What are the most important alternative explanations of the misbehavior?	24	(1)
Are there causes of the misbehavior that I can control to a significant degree?	25	(1)
How should I define the behavior I am concerned about and identify its antecedents and consequences?	26	(1)
Defining Behavior	26	(1)
Identifying Antecedents	27	(1)
Identifying Consequences	28	(1)
Identifying Chains of Events	29	(2)
Identifying Coercive Interactions	31	(1)
Identifying the Patterns and Stages of Misbehavior	32	(2)
How might I identify the probable cognitive and affective aspects of the misbehavior?	34	(2)
How should I measure the behavior problem and behavior change?	36	(2)
What is a reasonable goal?	38	(1)
How do I accomplish a functional assessment of behavior?	39	(1)
Summary	39	(1)
References and Resources for Further Study	40	(1)
Reference Notes	41	(1)
Changing Behavior	42	(27)
Questions for Reflection	44	(22)
Have I tried the simplest and most obvious strategies?	44	(5)
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	(1)
Positive Reinforcement	50	(3)
Negative Reinforcement	53	(1)
Extinction	54	(1)
Response Cost Punishment	55	(1)
Punishment by Presenting Aversives	56	(1)
How can I capitalize on the cognitive and affective aspects of behavior change?	57	(1)
Talking with Students	58	(1)
Choosing Consequences for Students' Behavior	58	(1)
Teaching Self-Control Procedures	58	(1)
Teaching Social Skills	58	(1)
Is my approach positive and supportive of appropriate behavior?	59	(2)
Can I use an instructional approach to prevent this behavior problem?	61	(1)
Precorrecting Problems	61	(1)
Interrupting the Acting-Out Cycle	62	(3)
Special Note on Digital Resources	65	(1)
Summary	66	(1)
References and Resources for Further Study	67	(1)
Reference Notes	68	(1)
Talking with Students	69	(24)
Questions for Reflection	70	(20)
How does classroom talk differ from talking in other places?	70	(3)
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?	73	(4)
What verbal and nonverbal communication skills must I model and teach?	77	(1)
Listening	77	(1)
Using Proximity	78	(1)
Speaking Body Language	78	(1)
Establishing Eye Contact and Varying Facial Expressions	78	(1)
Pausing, Reflecting, and Probing	79	(1)
Describing, Not Judging	79	(1)
Choosing the Best Words	79	(1)
Using the Best Voice	80	(1)
Setting the Right Pace	80	(1)
Summarizing	81	(1)
Questioning	81	(1)
Waiting	82	(1)
How can talking with students help teach them personal responsibility?	82	(2)
How should I talk with students about appropriate behavior?	84	(1)
How should I talk with students about unacceptable behavior?	85	(1)
How should I talk with angry or aggressive students?	86	(3)
How should I talk with students who are with drawn?	89	(1)
Summary	90	(1)
References and Resources for Further Study	90	(2)
Reference Notes	92	(1)
Using Peer Influence	93	(16)
Questions for Reflection	94	(12)
How might I use observational learning and vicarious consequences to affect the behavior of my students' peers?	96	(1)
Models Who Are Likely to Be Imitated	96	(1)
Rewarding the Model and Target Student	97	(1)
Limits of Vicarious Effects	97	(2)
What type of group contingency might I use to create desirable peer pressure?	99	(1)
Independent Group Contingencies	99	(1)
Dependent Group Contingencies	99	(1)
Interdependent Group Contingencies	100	(1)
Cooperative Learning	100	(1)
Cautions about Group Contingencies	101	(1)
How might I engage classroom peers as confederates?	102	(1)
How might I use peer tutors as a classroom resource?	103	(1)
Choosing and Training Tutors	103	(1)
Limitations of Peer Tutoring	104	(1)
What options should I consider in teaching social skills?	104	(2)
Summary	106	(1)
References and Resources for Further Study	106	(2)
Reference Notes	108	(1)
Working with Other Educators	109	(15)
Questions for Reflection	110	(11)
When do I need to seek assistance from colleagues?	111	(1)
How might I work with others to solve problems?	112	(1)
Consultants	112	(1)
Teacher Consultation Teams	112	(1)
Collaborative Teaching	112	(1)
What specific procedures should be followed, and to what extent should I participate?	113	(1)
Consultation	113	(1)
Operational Guidelines for Teacher Consultation Teams	114	(1)
Collaborative Teaching	115	(1)
How can administrators, parents, and students participate in the collaborative problem-solving process?	115	(2)
How do team members monitor and evaluate the effectiveness of interventions?	117	(1)
What are some cautions on collaborating with others?	118	(1)
Organize Sufficient Time to Plan	119	(1)
Receive Support from Administrators	120	(1)
Develop Positive Relationships and Identify Roles	120	(1)
Plan Access to Consultants and Collaborative Teachers	121	(1)
Summary	121	(1)
References and Resources for Further Study	122	(1)
Reference Notes	123	(1)
Working with Families	124	(17)
Daniel P. Hallahan
Elizabeth A. Martinez
Questions for Reflection	127	(11)
Why should I involve parents and families?	127	(1)
Reciprocity of Parent-Child Interaction	127	(2)
Why is it so hard to involve parents?	129	(1)
Shared Responsibility	129	(1)
When should I involve parents?	129	(2)
Should I expect all parents to be involved?	131	(1)
How should I communicate with parents?	132	(1)
Parent Conferences	132	(3)
In what ways can I involve parents and families?	135	(1)
Home-Note Programs	136	(2)
Summary	138	(1)
References and Resources for Further Study	138	(2)
Reference Notes	140	(1)
PART II Cases for Analysis, Discussion, and Reflection	141	(94)
What You Don't Know Can Hurt You!	143	(4)
John McCullum
Grandma's Boy	147	(4)
Helen Jamison
Lenny	151	(2)
Sara Olson
When Secrets Disable	153	(4)
Cathy Schrock
What's Inclusion Got to Do with It?	157	(5)
Anita Atkinson
They Failed Derrick	162	(5)
Melinda Smith
Stealing Time	167	(4)
Robert Carter
The Truth about Alice	171	(3)
Janet Lane
One Bad Apple	174	(4)
Elaine Brown
Where to Now?	178	(5)
Connie Ballard
You've Got a Friend	183	(5)
Kim Patton
The Contract with Parrish and Son	188	(5)
Rebecca Phillips
Winnie	193	(5)
Patty Gray
Whose Class Is This?	198	(4)
Jane Lee
Wandering in the Wilderness-The Ups and Downs of a Novice LD Teacher	202	(5)
Jeff Harris
Alone in the Dark	207	(4)
Alan Stean
Nature Versus Nurture	211	(4)
Alice Swenson
Caught in the Middle	215	(5)
Leann Grossly
My Son Is Not Average!	220	(6)
Harriet Karr
The One that Got Away	226	(4)
Charles Allen
Ain't Gonna Let Nobody Turn Me Around	230	(5)
Jessi Simpson
Index	235