9780023635274

Strategies for Managing Behavior Problems in the Classroom

by
  • ISBN13:

    9780023635274

  • ISBN10:

    0023635274

  • Edition: 3rd
  • Format: Paperback
  • Copyright: 9/1/1997
  • Publisher: Prentice Hall
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Table of Contents

PART I FOUNDATIONS OF EFFECTIVE BEHAVIOR MANAGEMENT 1(188)
1 IDENTIFYING AND SERVING STUDENTS WITH BEHAVIORAL PROBLEMS
3(32)
Objectives
4(3)
Behavior Disorders or Problem Behaviors?
7(3)
Identifying Students with EBD
10(15)
Screening
10(2)
Prereferral Intervention
12(3)
Certification
15(8)
Classification
23(2)
The Continuum of Behavioral Problems and Educational Services
25(4)
Summary
29(1)
Discussion Questions
30(1)
References
30(5)
2 ASSESSMENT FOR INTERVENTION PLANNING
35(32)
Objectives
36(1)
The Assessment Process
37(1)
A Model for the Assessment of Social Behavior
38(20)
Does a Problem Exist?
38(9)
Is Intervention Warranted?
47(3)
Are There Medical Reasons for the Problem Behavior?
50(2)
Performing a Functional Analysis
52(5)
Is the Behavior Problem the Result of Skill or Performance Deficits?
57(1)
Intervention Objectives and Task Analysis
58(2)
Summary
60(1)
Case Study: An IEP for Improving Social Interactions
61(3)
Discussion Questions
64(1)
References
64(3)
3 CLASSROOM MEASUREMENT OF STUDENT PROGRESS
67(40)
Objectives
68(1)
Overview of Classroom Measurement
69(4)
Teacher Objections to Systematic Data Collection
69(2)
Common Pitfalls of Data Collection
71(1)
The Role of Program Monitoring and Evaluation in IEPs
72(1)
Monitoring Student Progress
73(28)
Selecting a Measurement Strategy
73(6)
Recording Strategies
79(6)
Observing and Recording Multiple Behaviors of Students
85(1)
Student Portfolios
85(2)
Using Computers to Observe and Record Behaviors
87(2)
Assessing Reliability
89(1)
Summarizing Data
90(3)
Graphing and Charting
93(8)
Summary
101(1)
Case Study: The Direct Observation Data System (DODS)
101(4)
Discussion Questions
105(1)
References
105(2)
4 SELECTING AND EVALUATING INTERVENTIONS
107(44)
Objectives
108(1)
Principles of Applied Behavior Analysis
108(3)
Principle I
109(1)
Principle II
109(1)
Principle III
110(1)
Principle IV
110(1)
Principle V
110(1)
Principle VI
110(1)
Systematic Procedures to Influence Behavior
111(5)
Behavioral Enhancement Procedures
112(2)
Behavioral Reduction Procedures
114(2)
Guidelines for Selecting and Developing Interventions
116(10)
Effective Behavior Support
116(2)
Using Reductive Procedures
118(5)
Decision Models for Reducing Undesired Behaviors
123(1)
Resources for Intervention Planning
124(2)
Developing an Intervention Plan
126(1)
Evaluating Behavioral Interventions
126(12)
Data-Based Decision Making
129(4)
Single-Subject Research Designs
133(5)
Summary
138(1)
Case Study: The Development of Individualized Behavior Support Plans
139(7)
Discussion Questions
146(1)
References
146(5)
5 CLASSROOM BEHAVIOR MANAGEMENT
151(38)
Objectives
152(3)
Goals of Behavior Management
155(1)
Situations That Create Management Crises
155(2)
Effective Classroom Behavior Management
157(17)
Factors Affecting Classroom Management
158(1)
Manipulating Antecedent Stimuli
159(5)
Informal or Naturalistic Techniques
164(3)
Rationale for Group Management Systems
167(4)
Using Reductive Procedures in Classroom Behavior Management
171(3)
Considerations for Severe Behavior Disorders
174(1)
Considerations for Secondary School Students
175(3)
Evaluating Classroom Management Programs
178(1)
Summary
179(1)
Case Study: Using the Timer Game to Reduce Disruptive Classroom Behavior
180(2)
Discussion Questions
182(1)
References
182(7)
PART II STRATEGIES FOR SPECIFIC BEHAVIOR PROBLEMS 189(150)
6 DISRUPTIVE BEHAVIOR
191(36)
Objectives
192(1)
School-Wide Interventions
193(4)
Detention
194(1)
In-School Suspension
195(1)
Exclusion from School
196(1)
Other School-Wide Disciplinary Programs and Practices
196(1)
Environmentally Mediated Interventions
197(2)
Preschool and Primary School Environments
197(1)
Elementary and Middle School Environments
197(1)
Secondary School Environments
198(1)
Special Education Environments
198(1)
Teacher-Mediated Interventions
199(9)
Reviewing Rules
199(1)
Public Posting
199(2)
Monitoring Teacher Verbal and Nonverbal Behavior
201(1)
Reprimands
201(1)
The Praise-and-Ignore Approach
202(1)
Differential Reinforcement of Other Behaviors
202(1)
Differential Reinforcement of Low Rates of Behaviors
202
Physical Interactions with Students
208
Contingency Contracting
203(1)
Token Economy Programs
204(4)
Timeout from Reinforcement
208(1)
Peer-Mediated Interventions
208(4)
Group Goal-Setting and Feedback
208(1)
Peer Monitoring
209(1)
Peer Management
210(1)
Peer Extinction and Reinforcement
210(1)
Group-Oriented Contingencies
210(2)
Good Behavior Game
212(1)
Self-Mediated Interventions
212(1)
Self-Monitoring
212(1)
Self-Evaluation
213(1)
Self-Instruction
213(1)
Summary
213(3)
Case Study: Token Economy
216(4)
Case Study: A Combination Program Created for an Inclusive Preschool Classroom: Token Economy and Self-Monitoring
220(3)
Discussion Questions
223(1)
References
223(4)
7 IMPROVING SCHOOL SURVIVAL SKILLS AND SOCIAL SKILLS
227(38)
Objectives
228(1)
School Survival Skills: An Introduction
228(6)
Assessing Limitations in School Survival Skills
229(5)
Intervention Strategies to Improve School Survival Skills
234(3)
Managing Transitions
234(1)
Managing Homework
235(1)
Modifying the Curriculum
235(2)
Teaching School Survival Skills
237(3)
Combining Contingency Management with Other Strategies
237(3)
Compliance Training
240(1)
Peer-Mediated Approaches
240(1)
Self-Management Strategies
241(2)
Recognizing and Assessing Social Withdrawal
243(3)
Remediating Social Withdrawal
244(1)
General Considerations
244(1)
Organizing the Environment to Promote Social Interaction
244(2)
Teacher Prompting and Reinforcement
246(2)
Social Skills Instruction
247(1)
Token Reinforcement
247(1)
Peer-Mediated Strategies
248(1)
Peer-Imitation Training
249(4)
Peer Social Initiation
250(1)
Peer Prompting and Reinforcement
251(1)
Peer Manager Strategy
252(1)
Peer Coaching
252(1)
Peer Tutoring
252(1)
Self-Mediated Strategies
253(3)
Summary
256(1)
Case Study: Teaching Social Skills
256(6)
Discussion Questions
262(1)
References
262(3)
8 AGGRESSIVE BEHAVIORS
265(32)
Objectives
266(1)
Defining and Identifying Antisocial Behavior
267(3)
Documenting Aggressive Behavior
267(1)
What We Know About Antisocial Behavior
268(2)
Prevention Strategies
270(1)
School-Wide Strategies
271(3)
Architectural Design
272(1)
Metal Detectors and Searches
272(1)
Uniforms and Dress Codes
272(1)
Silent Complaint Procedures
272(1)
Controlling Environmental Factors That Contribute to Vandalism
273(1)
Environmentally Mediated Strategies
274(1)
Stimulus Control
274(1)
Altering Classroom Density
275(1)
Teacher-Mediated Strategies
275(7)
Selecting Target Behaviors
275(1)
General Considerations
275(1)
Token Reinforcement and Response Cost
276(1)
Contracting
276(1)
Timeout from Reinforcement
276(2)
Overcorrection
278(1)
Teaching Alternative Behaviors
278(4)
Crisis Intervention with Physical Aggression
282(1)
Peer-Mediated Strategies
283(2)
Peer Confrontation
284(1)
Group Goal Setting and Feedback
284(1)
Peer Reporting
285(1)
Self-Mediated Strategies
285(1)
Summary
285(1)
Case Study: Anger Management Skills Lessons
286(8)
Discussion Questions
294(1)
References
294(3)
9 STEREOTYPIC BEHAVIORS
297(26)
Objectives
298(1)
Self-Injurious Behaviors
298(1)
Self-Stimulatory Behaviors
299(4)
A Note About SIB and SSB Assessment and Interventions
303(1)
Assessment of SIB
304(1)
Intervention Strategies For SIB
305(6)
Environmental Changes
305(2)
Environmental Safety Considerations
307(1)
Restraint Devices
307(1)
Differential Reinforcement of Other Behaviors (DRO) Program
307(1)
Overcorrection
307(4)
Movement Suppression Procedure
311(1)
Assessment of SSB
311(3)
Intervention Strategies for SSB
314(2)
Social Reinforcement Approaches
314(1)
Sensory Preferences
314(1)
Reinforcing Alternative Behaviors
314(1)
Enriching the Environment
314(1)
Perceptual Reinforcement
314(1)
Environmental Safety Considerations
314(1)
Sensory Extinction Procedure
314(1)
Overcorrection
315(1)
Facial Screening
315(1)
Stimulus Variation
316(1)
Response-Reinforcer Procedure
316(1)
Sensory Reinforcement
316(1)
Differential Reinforcement of Other Behaviors (DRO)
316(1)
Summary
316(1)
Case Study: Behavioral and Naltrexone Treatment of Self-Injurious Behavior
317(3)
Discussion Questions
320(1)
References
320(3)
10 PSYCHIATRIC PROBLEMS DEBORAH LANGE LAMBERT
323(16)
Objectives
324(1)
Recent Trends in School Programming
324(1)
Student Assistance
324(1)
Identifying Psychological Problems
325(2)
Interview Strategy
325(1)
Teacher Interview for Psychiatric Symptoms
326(1)
Teacher's Report Form of the Child Behavior Checklist
327(1)
Direct Observations
327(1)
Depression
327(4)
Suicide
331(1)
Drug and Alcohol Abuse
332(1)
Eating Disorders
333(3)
Anxiety Disorders
336(1)
Phobias and Extreme Fears
336(1)
Summary
337(1)
Discussion Questions
337(1)
References
337(2)
PART III BEYOND THE CLASSROOM 339(76)
11 EXTENDING INTERVENTION EFFECTS
341(44)
Objectives
342(1)
Maintenance and Generalization Procedures
343(7)
Maintenance and Generalization Research
344(1)
Programming for Maintenance and Generalization
345(5)
Programming for Transition of Students to Less Restrictive Environments
350(16)
Transitions to Less Restrictive Educational Settings
352(10)
Transitions to Other Settings
362(4)
Working Outside the Classroom
366(9)
Working with School Personnel
366(3)
Working with Parents
369(4)
Working with Community Professionals and Agencies
373(2)
Summary
375(2)
Case Study: The Garden Springs Phase System
377(3)
Discussion Questions
380(1)
References
380(5)
12 THE CHALLENGES OF WORKING WITH STUDENTS WITH EBD
385(30)
Objectives
386(1)
Selecting Interventions Revisited
386(1)
Limitations on the Educational Role
387(15)
Ecological Constraints
389(7)
Role Constraints
396(3)
Legal Constraints
399(3)
Interactive Teaming
402(1)
Stress and Burnout
402(4)
Causes and Effects of Stress
403(2)
Coping with Stress
405(1)
Summary
406(1)
Case Study: Chris
407(4)
Discussion Questions
411(1)
References
411(4)
APPENDIX: INTERVENTION RESOURCES 415(2)
GLOSSARY 417(20)
INDEX 437

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