9781593850012

Grounded in cutting-edge theory and research, this book presents innovative, classroom-based strategies for promoting the academic competence and mental health of students at risk. Easy-to-implement procedures are described that enlist the involvement of school practitioners, teachers, and students in creating nurturing, success-oriented classroom environments. Readers are guided step by step to understand what makes a classroom a healthy place to learn; recognize when essential socioemotional supports are missing; intervene to put those supports in place; and demonstrate the positive effects on student learning and development. The volume is designed for maximum ease of use with a large-size format and lay-flat binding. Special features include helpful reproducible worksheets and forms.

Beth Doll, PhD, is Professor and Director of the school psychology program at the University of Nebraska/n-/Lincoln. She has directed several training grants preparing teachers and school psychologists to support the success of students with disabilities in regular classrooms. Her research addresses models of school mental health that enhance the well-being of students in naturally occurring communities, and program evaluation strategies that demonstrate the impact of school mental health services.

Steven Zucker, PhD, is Assistant Professor and Coordinator of the school psychology program at the University of Colorado at Denver. As a practicing school psychologist, he developed a noncategorical service delivery model that allowed at-risk students to receive support services without disability labels. His current research explores the efficacy of classroom-based interventions that foster academic and social competence.

Katherine Brehm, PhD, is Associate Professor of School Psychology in the Department of Educational Psychology and Special Services at the University of Texas at El Paso. A practicing school psychologist, her research interests include consultation and contextual intervention to support emotionally and academically successful students in culturally diverse classrooms.

1. Introduction to the Resilient Classroom

1

(6)

Why Change Classrooms Instead of Kids?,

2

(1)

How Can Classrooms Be Changed?,

3

(2)

How Will This Book Help?,

5

(2)

2. What Are Resilient Classrooms?

7

(9)

Academic Efficacy,

9

(1)

Behavioral Self-Control,

10

(1)

Academic Self-Determination,

11

(1)

Effective Teacher-Student Relationships,

12

(1)

Effective Peer Relationships,

13

(1)

Effective Home-School Relationships,

14

(1)

Summary,

15

(1)

3. Relationship Characteristics of Resilient Classrooms

16

(14)

Teacher-Student Relationships,

16

(3)

How Do Effective Teacher-Student Relationships Support Student Success?,

17

(1)

What Are Classroom Routines and Practices That Strengthen Teacher-Student Relationships?

17

(1)

A Classroom Illustration,

18

(1)

Peer Relationships,

19

(3)

How Do Effective Peer Relationships Support Student Success?

19

(1)

What Are Classroom Routines and Practices That Strengthen Peer Relationships?,

20

(2)

A Classroom Illustration,

22

(1)

Home-School Relationships,

22

(3)

How Do Effective Home-School Relationships Support Student Success?,

22

(1)

What Are Classroom Routines and Practices That Strengthen Home-School Relationships?,

23

(2)

A Classroom Illustration,

25

(1)

Summary,

25

(1)

One More Example: Changing Classroom Relationships,

26

(1)

Annotated Bibliography,

27

(3)

4. Self-Agency Characteristics of Resilient Classrooms

30

(14)

Academic Efficacy,

30

(4)

How Does Academic Efficacy Support Student Success?,

31

(1)

What Are Classroom Routines and Practices That Strengthen Academic Efficacy?,

32

(1)

A Classroom Illustration,

33

(1)

Academic Self-Determination,

34

(3)

How Does Academic Self-Determination Support Student Success?

34

(1)

What Are Classroom Routines and Practices That Strengthen Academic Self-Determination?

35

(1)

A Classroom Illustration,

36

(1)

Behavioral Self-Control,

37

(2)

How Does Effective Behavioral Self-Control Support Student Success?

37

(1)

What Are Classroom Routines and Practices That Strengthen Behavioral Self-Control?,

38

(1)

A Classroom Illustration,

39

(1)

Summary,

39

(1)

One More Example: Changing Classroom Agency,

40

(1)

Annotated Bibliography,

41

(3)

5. Assessing the Resilience of Classrooms

44

(12)

Assessment Strategies,

45

(1)

Research Measures of the Six Characteristics,

46

(4)

Teacher-Student Relationships,

46

(1)

Peer Relationships,

47

(1)

Home-School Relationships,

48

(1)

Self-Determination,

48

(1)

Academic Efficacy,

49

(1)

Behavioral Self-Control,

49

(1)

Summary,

50

(1)

ClassMaps Surveys: An Alternative Assessment Strategy,

50

(3)

An Assessment Example,

53

(2)

Summary,

55

(1)

Ordering Information,

55

(1)

6. Convening the Systems for Change

56

(19)

Step 1: Planning for Change,

57

(1)

Step 2: Gathering Classroom Data,

58

(1)

Step 3: Analyzing and Graphing the Data,

59

(1)

Step 4: Setting a Classroom Goal,

59

(2)

Step 5: Discussing Classroom Data with the Students,

61

(1)

Step 6: Making a Plan for Change,

61

(2)

Step 7: Intervention,

63

(1)

Step 8: Monitoring the Plan,

64

(1)

A Consultation Example,

65

(7)

Summary,

72

(1)

Annotated Bibliography,

72

(3)

7. Including the Classroom's Students in Planning and Decision Making

75

(13)

Presenting Classroom Data to Students,

76

(5)

Engaging Students in Classroom Meetings,

81

(1)

Using Student Suggestions for Change,

82

(1)

Making Students Partners in Intervention,

83

(1)

A Classroom Illustration,

84

(1)

Summary

85

(1)

Annotated Bibliography,

86

(2)

8. Developing and Implementing Effective Strategies for Classroom Change

88

(17)

Interventions for the Six Characteristics of Resilient Classrooms,

89

(7)

Teacher-Student Relationships,

91

(1)

Peer Relationships,

92

(1)

Home-School Relationships,

93

(1)

Academic Efficacy,

94

(1)

Academic Self-Determination,

95

(1)

Behavioral Self-Control,

95

(1)

Improving the Resilient Characteristics of Classrooms: An Illustration,

96

(2)

Summary,

98

(1)

Annotated Bibliography,

98

(3)

Cooperative Games Used Successfully in Third through Sixth Grades,

101

(4)

Rock-Paper-Scissors Tag,

101

(1)

The Hula-Hoop Circle,

101

(1)

Hog-Call,

102

(1)

Human Bingo,

102

(3)

9. Evaluating the Impact on Students

105

(12)

Clarifying the Purpose,

106

(2)

Measurement Strategies,

108

(1)

Baseline Data,

109

(1)

Intervention Plan,

110

(1)

Evaluation Design,

111

(2)

Case Studies,

111

(1)

Withdrawal Designs,

112

(1)

Multiple-Baseline Designs,

112

(1)

Review and Feedback,

113

(1)

Presentation of Evaluation Results,

114

(1)

An Evaluation of a Classroom Intervention,

114

(1)

Summary,

115

(2)

10. Integrating the Resilient Classroom with Existing School Mental Health Services

117

(8)

The Familiar,

117

(2)

The Unfamiliar,

119

(1)

Integrating Resilient Classrooms into Schools,

120

(1)

An Example of School Change,

121

(1)

Summary,

122

(3)

Appendix A. Class Maps Surveys

125

(6)

Appendix B. Worksheets

131

(14)

References

145

(16)

Index

161

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Resilient Classrooms, First Edition Creating Healthy Environments for Learning

1593850018

Summary

Author Biography

Table of Contents

Supplemental Materials

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