Behavior Management : A Practical Approach for Educators

by Walker, James E.; Shea, Thomas M.; Bauer, Anne M.

• ISBN13: 9780131105492
• ISBN10: 0131105493
• Additional ISBN(s): 9780131710030
• Edition: 8th
• Format: Paperback
• Copyright: 2004-01-01
• Publisher: Prentice Hall
• More Book Details
• Purchase Benefits

Summary

Combines a thorough grounding in research with realistic case studies and dozens of examples to demonstrate behavior management theory as it applies to both general and special education settings. Blending theory with "how to's," the authors explain the field of behavior management from four perspectives--behavioral, psychodynamic, biophysical, and environmental--in straightforward, jargon-free prose that instantly engages future teachers in time-honored, research-supported techniques and strategies for encouraging desired behavior and discouraging undesired behavior. The goal? A practical guide to creating a peaceful, task-focused educational environment in which children can truly learn--and enjoy that learning. Includes discussion of the most-recent federal legislation governing the education of learners with disabilities. Incorporates the latest developments in the field, especially the integrative perspective and behavior management/educational issues that affect the implementation of text-advocated strategies. Coverage of four models of human behavior --Psychodynamic, biophysical, environmental, and behavioral provides a rationale not only for the behavior itself, but also for the text-suggested techniques for managing it. Detailed discussion of the role of educators in biophysical interventions; plus the necessity to respond to changes wrought by pupils' medication. Material on the impact of ethical, cultural, and linguistic diversity on behavior management. For future educators of general or special education.

Table of Contents

An Introduction to Behavior Management	2	(28)
Definition of Behavior Management	7	(1)
Ethics of Behavior Management	8	(7)
The Question of Ethics	8	(2)
Ethical Perspective	10	(3)
The Rights of Children	13	(2)
Public Law and Persons with Disabilities	15	(4)
IDEA 97	15	(3)
Public Law 101-336	18	(1)
Section 504 of the Rehabilitation Act of 1973	19	(1)
Individualized Programs	19	(1)
Summary	20	(8)
Models of Human Behavior and Teacher Effectiveness Guidelines	28	(28)
Models of Human Behavior	31	(10)
Ideas, Actions, and Outcomes	31	(2)
Psychodynamic	33	(2)
Biophysical	35	(1)
Environmental	36	(3)
Behavioral	39	(2)
Integrative Framework	41	(5)
Comprehensive Interventions and Keystone Behaviors	45	(1)
Teacher Effectiveness Guidelines	46	(6)
Model and Leader	47	(1)
Personal Traits	48	(1)
Knowledge and Skills	49	(1)
Self-Discipline	50	(1)
Time	50	(1)
Objectives and Goals	51	(1)
Empathy	51	(1)
Expectations	51	(1)
Freedom and Independence	52	(1)
Summary	52	(4)
Principles of Behavior Modification	56	(24)
Principles of Reinforcement	60	(4)
Principle 1: Reinforcement Is Dependent on the Exhibition of the Target Behavior	60	(1)
Principle 2: The Target Behavior Is to Be Reinforced Immediately After It Is Exhibited	61	(1)
Principle 3: During the Initial Stages of the Behavior Change Process, the Target Behavior Is Reinforced Each Time It Is Exhibited	61	(1)
Principle 4: When the Target Behavior Reaches a Satisfactory Level, It Is Reinforced Intermittently	62	(1)
Principle 5: If Tangible Reinforcers Are Applied, Social Reinforcers Are Always Applied with Them	63	(1)
Consequences of Behavior	64	(10)
Positive Reinforcement	65	(1)
Extinction	66	(2)
Negative Reinforcement	68	(2)
Punishment	70	(1)
Effects of Consequences	71	(1)
Generalization	71	(2)
Discrimination	73	(1)
Schedules of Reinforcement	74	(3)
Continuous Schedules	74	(1)
Fixed and Variable Schedules	74	(3)
Summary	77	(3)
Steps in the Behavior Change Process	80	(42)
Selecting a Target Behavior	83	(7)
Collecting and Recording Baseline Data	90	(13)
Observer Reliability	102	(1)
Identifying Reinforcers	103	(9)
Preference Scales	104	(1)
Preference List	104	(1)
Interview with Child	105	(2)
Interview with Parent or Teacher	107	(1)
Direct Observation	108	(2)
Phasing Out Reinforcers	110	(1)
Reinforcement Area	110	(2)
Implementing the Intervention and Collecting and Recording Intervention Data	112	(2)
Prompting	113	(1)
Evaluating the Effects of Intervention	114	(1)
Summary	115	(7)
Methods of Increasing Behavior	122	(42)
Positive Reinforcement	125	(2)
Shaping	127	(5)
Contingency Contracting	132	(11)
Self-Management	143	(1)
Token Economy	144	(9)
Modeling	153	(2)
Summary	155	(9)
Methods of Decreasing Behavior	164	(36)
Aversives in the Educational Setting	167	(1)
Differential Reinforcement	168	(3)
Extinction	171	(2)
Reprimands	173	(1)
Loss of Privileges	174	(2)
Time-Out	176	(11)
Characteristics of the Child	179	(1)
Consistency of Application	180	(1)
Child's Understanding of the Rules	181	(1)
Characteristics of the Time-Out Area	182	(2)
Duration of Time-Out	184	(1)
Evaluation of Effectiveness	184	(3)
Punishment	187	(4)
Desensitization	191	(4)
Summary	195	(5)
Psychodynamic Behavior Management	200	(40)
Counseling Techniques	203	(8)
Life-Space Interview	203	(4)
Reality Therapy	207	(3)
Classroom Conference	210	(1)
Expressive Media	211	(15)
Free Play	212	(1)
Puppetry	213	(1)
Role Playing and Psychodrama	214	(2)
Creative Movement, Dance, and Physical Activities	216	(1)
Music	217	(2)
The Written Word	219	(1)
The Spoken Word	219	(1)
Bibliotherapy	220	(2)
Art Therapy	222	(1)
Photography and Videotaping	222	(2)
Pet-Facilitated Therapy	224	(2)
Behavior Influence Techniques	226	(4)
Planned Ignoring	226	(1)
Signal Interference	227	(1)
Proximity Control	227	(1)
Interest Boosting	227	(1)
Tension Reduction Through Humor	228	(1)
Hurdle Helping	228	(1)
Program Restructuring	228	(1)
Support From Routine	228	(1)
Direct Appeal	228	(1)
Removal of Seductive Objects	229	(1)
Antiseptic Bouncing	229	(1)
Physical Restraint	229	(1)
Social Skills Curriculum	230	(3)
Summary	233	(7)
Environmental and Biophysical Behavior Management	240	(44)
Environmental Interventions	243	(24)
Group Composition	243	(3)
Discussion Groups	246	(1)
Class Meetings	247	(2)
Antecedents of Effective Management (Organizing for Instruction)	249	(9)
Milieu Therapy	258	(1)
Levels Systems	258	(9)
Expulsion, Suspension, and In-School Suspension	267	(3)
Biophysical Interventions	270	(8)
Diet	271	(1)
Medication	272	(2)
Educator's Role in Biophysical Interventions	274	(4)
Summary	278	(6)
Parent Education and Home-School Collaboration	284	(34)
Need for Collaboration	287	(2)
Parents' Reactions, Problems, and Needs	289	(2)
An Integrative Framework	291	(1)
Parent Training Purposes	292	(11)
Objectives	292	(1)
Selecting and Assessing the Target Behavior	293	(6)
Home Reinforcers	299	(2)
Parent Education Program	301	(2)
Lesson 1: Introduction to Behavior Modification	303	(2)
Home-School Collaboration	305	(9)
Passport	306	(1)
Daily Report Cards	307	(7)
Summary	314	(4)
Issues and Concerns in Behavior Management	318	(28)
Integrative Framework and Behavior Management	321	(1)
Educational Issues That Impact on Behavior Management	322	(7)
Inclusion	322	(1)
Prereferral Interventions	323	(1)
Positive Behavioral Support	324	(1)
Homework	325	(2)
Aggression and Resistance in School	327	(2)
Ethnic, Cultural, and Linguistic Diversity	329	(3)
Students at Risk for Behavior Problems	332	(4)
Continua of Behavior Management Interventions	336	(3)
Behavior Management as Prevention	339	(1)
Summary	340	(6)
Glossary	346	(4)
Worksheets and Forms	350	(12)
Name Index	362	(4)
Subject Index	366

Excerpts

This eighth edition ofBehavior Management: A Practical Approach for Educatorshas been revised to improve its usability and readability. Revisions are based on developments in the field of behavior management reported in the literature since the original manuscript was written 27 years ago and on feedback from many professionals, students, and reviewers. During the past three decades, the proliferation of behavior management philosophies, techniques, and instructional methodologies has increased the complexity of the educator's responsibilities and functions. New information is being published almost daily on the various perspectives of human behavior, including the behavioral, psychodynamic, biophysical, and environmental points of view that are discussed in this text. Revisions in the text are, in large part, a result of direct and indirect feedback from many undergraduate and graduate students of education, from general and special education teachers participating in in-service programs, from professional colleagues, and from reviewers who have studied previous editions. The text is written to provide a practical guide to experienced teachers, teachers-in-preparation, parents, and paraprofessionals for applying behavior management techniques both in general and special educational settings and in the home. It is designed to help teachers working in self-contained classes and resource programs, teachers engaging in itinerant and consultative services, and preschool, elementary, and secondary school teachers having responsibility for a diverse population of students. The text may be used for preservice and in-service courses and as a self-study guide. It has also been found to be of significant help to parents and parent educators. Chapter 1 includes a definition of behavior management and a discussion of the ethical application of behavior management interventions, including the principles of normalization, fairness, and respect; the federal laws governing services for persons, especially children, with disabilities; and techniques for the individualization of instruction and related services. The chapter contains information on the most current revisions of federal laws governing the education of learners with disabilities. Chapter 2 is devoted to models for understanding human behavior--including the psychodynamic, biophysical, environmental, and behavioral--and teacher effectiveness guidelines. The chapter uses an integrative ecological framework to coordinate the extant perspectives into a manageable assessment-intervention model of human behavior. Chapter 3 focuses on the principles of behavior modification, the consequences of behavior, and schedules of reinforcement. Each of the five principles is discussed and exemplified. The consequences of behavior include positive reinforcement, extinction, negative reinforcement, and punishment. The chapter concludes with a discussion of fixed and variable ratio and interval schedules of reinforcement. Chapter 4 reviews the steps in the behavior change process. It discusses selecting behaviors to be changed, collecting and recording preintervention or baseline data, identifying reinforcers, implementing interventions, collecting and recording intervention data, and evaluating the effects of the behavior change process. The chapter includes several methods for selecting potentially effective reinforcers, including preference scales and lists, child parent and teacher interviews, and direct observation. A chapter supplement includes an extensive list of potential reinforcers for use in school. Chapter 5 presents, in detail, methods for increasing behavior. These include positive reinforcement, shaping, contingency contracting, token economy, and modeling. A supplement containing sample contract forms follows the chapter. Chapter 6 is an extensive discussion of methods for decreasing behavior, including