Managing Classroom Behavior : A Reflective Case-Based Approach

by Kauffman, James M.; Mostert, Mark P.; Trent, Stanley C.; Pullen, Patricia L.

• ISBN13: 9780205448814
• ISBN10: 020544881X
• Edition: 4th
• Format: Paperback
• Copyright: 2006-01-01
• 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 Behaviorsummarizes principles of good instruction, the acting-out cycle, and how to work with students, other teachers, and parents. Behavioral principles and practices are based on empirical research and illustrated with numerous examples. This text gives students practice in applying these 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.#xA0; Appropriate for both general and special educators in training or in service.

Table of Contents

Preface	ix
PART ONE Developing a Reflective Approach to Problems	1	(156)
Analyzing Cases	3	(10)
Questions for Reflection	3	(9)
How will analyzing cases help me in the classroom?	4	(1)
How should I analyze a case?	4	(1)
What are the issues that I should attend to first?	5	(1)
What actions should I take to resolve the issues?	6	(2)
What knowledge will I need to formulate an action to resolve the issues?	8	(1)
What are the perspectives of the people involved in the plan, and what can I predict about their behavior?	9	(1)
What might be the consequences of my actions?	10	(2)
Summary	12	(1)
References and Resources for Further Study	12	(1)
Endnotes	12	(1)
Identifying Behavior Problems	13	(18)
Questions for Reflection	14	(14)
Could this problem be a result of inappropriate curriculum or teaching strategies?	15	(2)
What do I demand and prohibit, and what should I?	17	(1)
Demands	18	(1)
Prohibitions	18	(2)
Why do certain behaviors bother me, and what should I do about them?	20	(2)
Is this behavior developmentally significant?	22	(1)
Academic Failure	22	(1)
Aggression	23	(1)
Depression	24	(1)
Problems with Peers	25	(1)
A Note about Multiple Problems	26	(1)
Should I focus on a behavioral excess or a deficiency?	26	(1)
Will resolution of the problem solve anything else?	27	(1)
Summary	28	(1)
References and Resources for Further Study	28	(2)
Endnotes	30	(1)
Analyzing Behavior Problems	31	(22)
Questions for Reflection	33	(17)
What are my assumptions about why students behave the way they do?	33	(1)
What are the most important alternative explanations of the misbehavior?	34	(2)
Are there causes of the misbehavior that I can control to a significant degree?	36	(1)
How should I define the behavior I am concerned about and identify its antecedents and consequences?	37	(1)
Defining Behavior	37	(1)
Identifying Antecedents	38	(1)
Identifying Consequences	38	(1)
Identifying Chains of Events	39	(2)
Identifying Coercive Interactions	41	(1)
Identifying the Patterns and Stages of Misbehavior	42	(2)
How might I identify the probable cognitive and affective aspects of the misbehavior?	44	(2)
How should I measure the behavior problem and behavior change?	46	(3)
What is a reasonable goal?	49	(1)
How do I accomplish a functional assessment of behavior and write a positive behavior intervention plan?	49	(1)
Summary	50	(1)
References and Resources for Further Study	50	(1)
Endnotes	51	(2)
Changing Behavior	53	(27)
Questions for Reflection	55	(22)
Have I tried the simplest and most obvious strategies?	55	(5)
What approaches to helping students change their behavior are most likely to be successful?	60	(1)
How might I use the five operations of a behavioral approach?	61	(1)
Positive Reinforcement	61	(4)
Negative Reinforcement	65	(1)
Extinction	65	(1)
Response Cost Punishment	66	(1)
Punishment by Presenting Aversives	66	(3)
How can I capitalize on the cognitive and affective aspects of behavior change?	69	(1)
Talking with Students	69	(1)
Choosing Consequences for Students' Behavior	69	(1)
Teaching Self-Control Procedures	69	(1)
Teaching Social Skills	69	(1)
Is my approach positive and supportive of appropriate behavior?	70	(2)
Can I use an instructional approach to prevent this behavior problem?	72	(1)
Precorrecting Problems	72	(2)
Interrupting the Acting-Out Cycle	74	(3)
Special Note on Digital Resources	77	(1)
Summary	77	(1)
References and Resources for Further Study	78	(1)
Endnotes	79	(1)
Talking with Students	80	(24)
Questions for Reflection	82	(19)
How does classroom talk differ from talking in other places?	82	(2)
How is talking with students about their behavior related to my teaching goals?	84	(1)
How can I avoid unproductive talking with students about their behavior?	84	(4)
What verbal and nonverbal communication skills must I model and teach?	88	(1)
Listening	88	(1)
Using Proximity	89	(1)
Speaking Body Language	89	(1)
Establishing Eye Contact and Varying Facial Expressions	89	(1)
Pausing, Reflecting, and Probing	90	(1)
Describing, Not Judging	90	(1)
Choosing the Best Words	90	(1)
Using the Best Voice	91	(1)
Setting the Right Pace	91	(1)
Summarizing	91	(1)
Questioning	92	(1)
Waiting	92	(1)
How can talking with students help teach them personal responsibility?	93	(2)
How should I talk with students about appropriate behavior?	95	(1)
How should I talk with students about unacceptable behavior?	96	(1)
How should I talk with angry or aggressive students?	97	(3)
How should I talk with students who are withdrawn?	100	(1)
Summary	101	(1)
References and Resources for Further Study	102	(1)
Endnotes	103	(1)
Using Peer Influence	104	(16)
Questions for Reflection	106	(11)
How might I use observational learning and vicarious consequences to affect the behavior of my students' peers?	107	(1)
Models Who Are Likely to Be Imitated	107	(1)
Rewarding the Model and Target Student	108	(1)
Limits of Vicarious Effects	108	(2)
What type of group contingency might I use to create desirable peer pressure?	110	(1)
Independent Group Contingencies	110	(1)
Dependent Group Contingencies	110	(1)
Interdependent Group Contingencies	111	(1)
Cooperative Learning	112	(1)
Cautions about Group Contingencies	112	(1)
How might I engage classroom peers as confederates?	113	(1)
How might I use peer tutors as a classroom resource?	114	(1)
Choosing and Training Tutors	114	(1)
Limitations of Peer Tutoring	115	(1)
What options should I consider in teaching social skills?	116	(1)
Summary	117	(1)
References and Resources for Further Study	118	(1)
Endnotes	119	(1)
Working with Other Educators	120	(15)
Questions for Reflection	123	(9)
When do I need to seek assistance from colleagues?	123	(1)
How might I work with others to solve problems?	124	(1)
Expert and Collaborative Consultation	124	(1)
Collaborative Teaching	124	(1)
Intervention Assistance Teams	125	(1)
What are some of the principles that can guide collaborative work?	126	(1)
Context, History, and Problem Solving	126	(2)
What specific processes can be used to implement and evaluate collaborative work?	128	(1)
A Collaborative Framework	128	(3)
A Cyclical, Iterative Approach to Problem Solving	131	(1)
Summary	132	(1)
References and Resources for Further Study	133	(1)
Endnotes	134	(1)
Working with Parents and Families	135	(22)
Questions for Reflection	137	(17)
Why should I involve parents and families?	137	(1)
Who are the parents of my students?	138	(1)
Understanding Economic Stresses on Families	138	(2)
Understanding Parents from Different Cultural or Ethnic Backgrounds	140	(3)
What are my prejudices?	143	(2)
What is the reciprocity of parent-child interaction?	145	(1)
What are the school guidelines for communicating with parents?	146	(1)
When and how should I involve parents, especially parents of tough kids?	146	(1)
The Sooner, the Better	147	(1)
Letters	148	(1)
Parent Conferences	148	(3)
Abusive Parents	151	(1)
In what ways can I involve parents and families?	151	(1)
Home-Note Programs	151	(1)
Why is it so hard to involve parents?	152	(2)
Summary	154	(1)
References and Resources for Further Study	154	(1)
On-Line Resources for Families	155	(1)
Endnotes	155	(2)
PART TWO Cases for Analysis, Discussion, and Reflection	157	(94)
What You Don't Know Can Hurt You!	159	(4)
John McCullum
Grandma's Boy	163	(4)
Helen Jamison
Lenny	167	(2)
Sara Olson
When Secrets Disable	169	(4)
Cathy Schrock
They Failed Derrick	173	(5)
Melinda Smith
Stealing Time	178	(4)
Robert Carter
The Truth about Alice	182	(3)
Janet Lane
One Bad Apple	185	(4)
Elaine Brown
Where to Now?	189	(5)
Connie Ballard
The Contract with Parrish and Son	194	(5)
Rebecca Phillips
Winnie	199	(5)
Patty Gray
Whose Class Is This?	204	(4)
Jane Lee
Wandering in the Wilderness---The Ups and Downs of a Novice LD Teacher	208	(5)
Jeff Harris
Alone in the Dark	213	(4)
Alan Stean
Caught in the Middle	217	(5)
Leann Grossley
My Son Is Not Average!	222	(6)
Harriet Karr
The One That Got Away	228	(4)
Charles Allen
James's Uncertain Future	232	(3)
Dan Parker
Carmela's Predicament	235	(5)
Carmela Hines
What's Inclusion Got to Do with It?	240	(5)
Anita Atkinson
Finding the Mesh: A Conversation with Collaborative High School Teachers	245	(6)
Bruce Sullivan
Index	251