Questions About This Book?
Why should I rent this book?
How do rental returns work?
What version or edition is this?
What is included with this book?
- The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.
- The Used copy of this book is not guaranteed to include any supplemental materials. Typically, only the book itself is included.
- The Rental copy of this book is not guaranteed to include any supplemental materials. You may receive a brand new copy, but typically, only the book itself.
- The eBook copy of this book is not guaranteed to include any supplemental materials. Typically only the book itself is included.
Terrance M. Scott is a Professor and Distinguished University Scholar at the University of Louisville where he directs the Center for Academic and Behavior Research. He received his Ph.D. in Special Education in 1994 and began his special education career as a counselor in a residential treatment center adjudicated adolescent boys. After receiving his master’s degree in special education he taught in self-contained classrooms and directed public school programs for students with emotional and behavioral disorders. He has over 70 published articles, book chapters, and training media in the areas of behavioral disorders and behavioral support systems and is a past editor of the professional journal Beyond Behavior. In 2004, he received the Distinguished Early Career Award from the Research Division of the International Council for Exceptional Children. His main research interests are related to students with challenging behavior, with special focus on school-wide prevention, effective instruction, functional behavior assessment, and effective classroom and behavior management.
Peter J. Alter is an Assistant Professor at the University of Louisville. He holds a Ph.D. from the University of Florida. Dr. Alter has published multiple journal articles and book chapters and conducted over 50 regional, national and international presentations on classroom intervention strategies and behavior supports. He is the current co-editor of the professional journal Beyond Behavior. Prior to earning his doctorate, Dr. Alter spent 10 years working with students with challenging behavior including the final six years in Florida public schools as a teacher of students with emotional and behavioral disorders in self-contained settings. He was the winner of the 2006 Carl Fenichel Memorial Research Award for the outstanding dissertation in the area of behavior disorders.
Cynthia M. Anderson is an Associate Professor at University of Oregon. She is the Department Chair of Special Education and Clinical Sciences within the College of Education. She holds her PhD in Clinical Child Psychology from West Virginia University and is a licensed psychologist. Dr. Anderson has published over 60 books, chapters, and training documents on behavior supports and systems-change in education. She regularly conducts trainings, workshops, and presentations for educators on behavior support and systems-change. Her research interests focus on functional behavior assessment and intervention, secondary interventions for behavior disorders, and school-wide systems change. Dr. Anderson is an Associate Editor for School Psychology Review and is on the editorial boards for Journal of Applied Behavior Analysis, Journal of Positive Behavior Interventions, The Behavior Analyst, and Journal of School Psychology.
Table of Contents
Introduction to a Prevention-Focused Model of Behavior Support
Discipline Problems in the School
The “Causes” of Misbehavior
Preventing Failure by Promoting Success
Prevention and the Academic-Social Behavior Connection
A Three-Tiered Approach to Proactive Management
A Functional Approach
Assumptions of a Functional Model
Behavior Is Learned
Behavior Is Lawful
Behavior Can Be Changed
Applying the Functional Model to Student Behavior
Define What the Person Says or Does
Identify Key Features of the Environment
Overview of a Functional Approach to Intervention
Assessment from a Functional Perspective
Function of Behavior
Functional Behavior Assessment
Step 1: Defining Behavior
Step 2: Assess Predictable Patterns
Step 3: Developing a Hypothesis About the Function of Behavior
Conducting an FBA
Summary: Understanding Behavior Through a Functional Behavior Assessment
Measuring Behavior in the School
Dimensions of Behavior
Step 1: Determine What to Monitor
Step 2: Determine the Simplest Way to Collect Data
Step 3: Monitor Behavior in a Consistent Manner
Step 4: Use Data to Evaluate and Make Decisions
Behavior Monitoring Methods
Using Data to Make Instructional Decisions
Scope and Sequence: What Should Be Taught First, Second. . .?
Performing a Task Analysis: How Is It Done?
Goals and Objectives: Plans for Teaching and Evaluation
Educational Goal Statement
Writing Instructional Objectives: Process
Graphing Behavior: Visual Representations of Performance
Data-Based Decision Making
Determining Effectiveness of the Plan
Decisions: Successful Performance
A Function-Based Perspective of Classroom Management
Rationale for Assessing a Classroom
Matching the Intervention to the Classroom
Emphasizing Educative Behavior Management
Conducting a Functional Behavior Assessment of the Classroom
Focus on Functional Routines
Using a Scatter Plot to Identify Problematic Routines
Antecedents and Consequences
Setting Events and Contextual Variables Affecting Behavior in the Classroom
Activities as Possible Setting Events
Identifying Cues for Appropriate Behavior
Consequences for Inappropriate Behavior
What Consequences Follow Problem Behavior?
Which Consequences Are Reinforcing the Behavior?
Consequences for Appropriate Behavior
Appendix A–Functional Assessment for Classroom Environments Template
Appendix B–Functional Assessment for Classroom Environments Example
Effective Instruction for Behavior
The Importance of Instruction
Instruction = Maximizing Success Rates
The Academic-Behavior Connection
Key Features of Effective Instruction
Effective Instruction for Behavior
Antecedent Interventions in the Classroom
Changing Setting Events to Improve Student Behavior
Changing the Physical Layout of the Room
Defining and Teaching Expected Behavior
Structure of Routines
Activities That Occur Before or After Class
Manipulating the Effects of Discriminative Stimuli
Using Consequences to Encourage Student Behavior in the Classroom
Teachers’ Objections to Reinforcement
Acknowledging Appropriate Behavior
Attention as a Reinforcer
Whole-Class Formal Acknowledgment Systems
The Good Behavior Game
Teachers Need Reinforcement Too
Designing Individualized Instructional Strategies
Provide Opportunities to Respond
Manipulate Task Difficulty
Constant Time Delay
Creating Environments That Predict Individual Student Success
Consistent Routines and Physical Arrangement
Prompts and Cues
Antecedent Compliance Strategies
Maintenance and Generalization
Strategies for Responding to Individual Success: Reinforcement
Choosing Behaviors to Reinforce
Identifying the Reinforcers (What?)
Using Reinforcers (How?)
Schedules of Reinforcement (When?)
Tracking Progress (Is the Reinforcement Working?)
Strategies for Responding to Individual Misbehavior: Punishment Issues
Verbal and Nonverbal Reprimand
Behavior Support Plans
Rationale for Behavior Support Plans
Key Components of Behavior Support Plans
Practices: Key Features of the Intervention
Systems for Implementation
Data to Guide Decision-Making
Putting It All in Place: The Process of Support Planning
Behavior Support Teams: Who Is Involved?
Facilitating Support Planning
Appendix A–Behavior Support Plan Template