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| About This Book | |
| About the Authors | |
| Acknowledgments | |
| Foreword | |
| Preface | |
| A Positive, Proactive Approach to Behavior Management | |
| A Case for Change | |
| What's Wrong with Kids Today? | |
| What Happened to the Good Old Days? | |
| I Didn't Sign Up for This! | |
| Students with Behavior Problems Should Just Be Suspended! | |
| Punishment Works for Me! | |
| What Can We Do? | |
| Remove the Words Should and Shouldn't from Your Vocabulary | |
| Limit the Time Spent "Admiring the Problem" | |
| Strive to Understand the Perspectives of All Team Members and Stakeholders | |
| Let Go of the Old Way of Doing Things | |
| Expand Your Behavior Management Toolbox | |
| Key Points to Remember | |
| Discussion Questions | |
| Positive Behavior Support and Functional Behavioral Assessment for Educators | |
| What Exactly Is Positive Behavior Support? | |
| Research-Validated Practices | |
| Enhancing the Capacity of Environments | |
| A Three-Tiered Model | |
| What Exactly Is Functional Behavioral Assessment? | |
| Three Key Concepts of FBA | |
| Setting Events | |
| Triggering Antecedents | |
| Maintaining Consequences | |
| Common Functions of Problem Behavior | |
| To Get Attention or a Reaction | |
| To Get Something Tangible | |
| To Obtain a Sense of Power or Control | |
| To Meet a Sensory Need | |
| To Communicate Feelings | |
| As a Result of a Lack of Understanding | |
| To Escape or Avoid Something | |
| The Bottom Line on Functional Behavioral Assessment | |
| Our Model of Intervention | |
| Key Points to Remember | |
| Discussion Questions | |
| Social Skills Instruction | |
| Teaching Social Skills: The Basics | |
| Traditional Approaches to Social Skills Instruction | |
| A Three-Tiered Approach to Social Skills Instruction | |
| Types of Social Skills Deficits | |
| Skill Deficits | |
| Performance Deficits | |
| Fluency Deficits | |
| Self-Management: The Ultimate Goal | |
| Key Points to Remember | |
| Discussion Questions and Activities | |
| Group Social Skills Instruction | |
| School and Classwide Social Skills Instruction | |
| Class Meetings | |
| Mini-Lessons | |
| Frequent Positive Feedback | |
| Schoolwide and Classwide Expectations or Rules | |
| Schoolwide and Classwide Routines | |
| Important Schoolwide and Classwide Lessons | |
| Small Group Social Skills Instruction | |
| Choosing Curricula: A Case Study | |
| Key Points to Remember | |
| Discussion Questions and Activities | |
| Individualized Social Skills Instruction | |
| What Behaviors Should be Focused on During Individualized Instruction? | |
| "So What?" Behavior | |
| Identifying Replacement Behavior | |
| Other Target Behaviors | |
| Who Should Provide Individualized Instruction? | |
| When Should Individualized Instruction Take Place? | |
| Embedded into Existing Structures and Therapies | |
| Check-In | |
| Precorrection | |
| Behavior Tutoring Sessions | |
| Incidental Teaching | |
| How Should Individualized Instruction Be Delivered? | |
| Video Modeling | |
| Social Stories | |
| Commonly Overlooked Replacement Behaviors | |
| Taking Appropriate Breaks | |
| Negotiating Assignments | |
| Key Points to Remember | |
| Discussion Questions and Activities | |
| Preventing Challenging Behavior | |
| Preventing Challenging Behavior: The Basics | |
| Targeting Setting Events and Triggering Antecedents | |
| Identifying Sources of Frustration | |
| Developing a Positive Relationship | |
| Be Consistent | |
| Develop a Partnership | |
| Focus on Frequent Positive Feedback | |
| Key Points to Remember | |
| Discussion Questions | |
| Assisting with Executive Functioning Tasks | |
| Using Visual Supports | |
| Organizational Helpers | |
| Behavior Prompts | |
| Visual Schedules | |
| Transition Helpers | |
| A Final Word About Visual Supports | |
| Assistance with Other Executive Functioning Skills | |
| Breaking Long Projects into Steps | |
| Waiting to Be Called On | |
| Staying on Task | |
| Key Points to Remember | |
| Discussion Questions | |
| Providing Appropriate and Engaging Academic Instruction | |
| Differentiated Instruction | |
| Providing Choices | |
| Embedding Interests and Preferences | |
| Writing Strategies | |
| Scheduling | |
| Learn How to Make a Table in a Word Processing Program | |
| Schedule Things That Are Absolutely Inflexible First | |
| Schedule the Major Core Academic Areas | |
| Use Paraprofessionals Wisely and Appropriately | |
| Make Sure You Get a Planning Time | |
| Maintaining Academic Engagement | |
| Failure Is Not an Option | |
| Honor Roll | |
| Key Points to Remember | |
| Discussion Questions and Activities | |
| Reinforcing Desired Behavior | |
| Reinforcing Desired Behavior: The Basics | |
| Reinforcement Versus Rewards | |
| Reinforcement Versus Bribery | |
| How to Determine What Is Reinforcing for Students | |
| Interviews and Surveys | |
| Observations | |
| Reinforcement Journals | |
| Reinforcement Menus | |
| Reinforcement Schedules: Determining How Much and How Often | |
| Differential Reinforcement of Zero Rates of Behavior | |
| Differential Reinforcement of Lower Rates of Behavior | |
| Differential Reinforcement of Incompatible Behavior | |
| Other Issues Surrounding Reinforcement | |
| Setting Appropriate Criteria | |
| Pairing Educators and School with Reinforcers | |
| Deprivation | |
| Teaching Peers to Reinforce Appropriately | |
| Key Points to Remember | |
| Discussion Questions and Activities | |
| Group Reinforcement Systems | |
| Interdependent Group-Oriented Contingencies | |
| Student Teams | |
| Interdependent Group-Oriented Contingency Games | |
| The Classwide Peer-Assisted Self-Management(CWPASM) Program | |
| Independent Group-Oriented Contingencies | |
| Lottery Systems | |
| Token Economies | |
| The Importance of Tier 1 Reinforcement | |
| Key Points to Remember | |
| Discussion Questions and Activities | |
| Individual Reinforcement Systems | |
| Target Behavior Sheets | |
| Limit the Number of Skills | |
| Individualize the Target Skills | |
| Be Specific | |
| Embed Visual Supports and Special Interests | |
| Partner with the Student to Help Develop | |
| Set Realistic Criteria | |
| Let Students Keep Their Sheet With Them (If They Wish) | |
| Review Regularly with the Student | |
| Use Turnaround Points | |
| Use Bonus Points | |
| Allow Students to Self-Monitor When Ready | |
| Communicate to Parents What Constitutes a Successful Day | |
| Dependent Group-Oriented Contingency | |
| Level Systems | |
| Structured Behavioral Skills Program: Daily Level System | |
| Climbing the Ladder of Success | |
| A Warning About Using Point and Level Systems | |
| Token Boards | |
| Contracts | |
| Punch Cards | |
| Positive Attention Trackers | |
| Key Points to Remember | |
| Discussion Questions and Activities | |
| Using Undesirable Consequences | |
| Using Undesirable Consequences: The Basics | |
| Problems with Punishment | |
| Punishment Does Not Work in the Long Term | |
| Punishment Does Not Teach the Student What to Do Instead | |
| Punishment Encourages Negative Attitudes Toward School and Educators | |
| Punishment Reduces Motivation to Learn Other Techniques | |
| Natural and Logical Undesirable Consequences | |
| Natural Undesirable Consequences | |
| Logical Undesirable Consequences | |
| The Three R's of Logical Consequences | |
| Related | |
| Reasonable | |
| Respectful | |
| Punishment Versus Logical Consequences | |
| Key Points to Remember | |
| Discussion Questions and Activities | |
| Common Logical Undesirable Consequences | |
| Common Undesirable Consequences Continuum | |
| Three Strikes | |
| Response Cost or Fines | |
| Wasted Time | |
| Behavior Tutoring | |
| Think Time | |
| The Importance of Problem Solving | |
| Consequence Maps | |
| Alternatives to Out-of-School Suspension | |
| In-School Suspension | |
| Red Schedule | |
| Advantages of Alternatives to Out-of-School Suspension | |
| Key Points to Remember | |
| Discussion Questions and Activities | |
| Putting It All Together | |
| Conducting Effective and Efficient Functional Behavioral Assessments | |
| Operationally Define the Problem and Replacement Behaviors | |
| Collect Information | |
| How Much Information Is Needed? | |
| How Do I Collect the Data? | |
| Develop Hypotheses About Why the Problem Behavior Is Occurring | |
| Key Points to Remember | |
| Discussion Questions and Activities | |
| Designing and Implementing Effective and Efficient Behavior. Intervention Plans | |
| Design a Behavior Intervention Plan Based on the Functional. Behavioral Assessment | |
| Monitor and Adjust the Behavior Intervention Plan as Needed | |
| Was the Plan Implemented as Written? | |
| Did Behavior Improve, and Was This | |
| Improvement Maintained over Time? | |
| Key Points to Remember | |
| Discussion Question | |
| Example Success Stories | |
| Joey | |
| Functional Behavioral Assessment Worksheet | |
| Behavior Intervention Plan Worksheet | |
| Joey's Target Token Board (Front) | |
| Joey's Target Token Board (Back) | |
| Joey's Safe Note for Home | |
| Joey's Fidelity Checklist | |
| Joey's Data Sheet | |
| Joey's Data Graphs | |
| Susan | |
| Functional Behavioral Assessment Worksheet | |
| Behavior Intervention Plan Worksheet | |
| Susan's Self-Monitoring Target Behavior Sheet | |
| Susan's Reinforcement Menu | |
| Susan's Consequence Map | |
| Susan's Target Skill Progress Computation Sheet | |
| Susan's Fidelity Checklist | |
| Susan's Data Graphs | |
| Taylor | |
| Functional Behavioral Assessment Worksheet | |
| Behavior Intervention Plan Worksheet | |
| Taylor's Stoplight | |
| Taylor's Tower of Success | |
| Taylor's Data Sheet | |
| Taylor's Fidelity Checklist | |
| Taylor's Data Graphs | |
| Malik | |
| Functional Behavioral Assessment Worksheet | |
| Behavior Intervention Plan Worksheet | |
| Malik's Data Sheet | |
| Malik's Consequence Map | |
| Malik's Fidelity Checklist | |
| Malik's Data Graphs | |
| What About Dangerous Behavior? Managing Crises | |
| Intervening During the Escalation Cycle | |
| Key Points to Remember | |
| Discussion Questions and Activities | |
| Physical Restraint and Seclusion | |
| Definitions | |
| Historical Overview | |
| Roots of the Problem | |
| Current School Culture | |
| Lack of Regulation | |
| Lack of Training | |
| Lack of Research | |
| Concern About Increase of More Aversive Options | |
| Lack of Options | |
| What Can Educators Do? | |
| Be Informed | |
| Provide or Ask for Training | |
| Commit to Positive Behavior Support in Philosophy and Practice | |
| Monitor Use of Restraint and Seclusion | |
| Key Points to Remember | |
| Discussion Questions and Activities | |
| Reproducible Tools | |
| Positive-to-Negative Ratio Data Sheet | |
| Break Pass | |
| Countdown Strips | |
| Chart Moves Frame | |
| Peer Comparison Data Form | |
| Consequence Map Template | |
| If-Then Chart Template | |
| Notes Template for Functional Behavioral Assessment | |
| Functional Behavioral Assessment Summary Worksheet | |
| Behavior Intervention Plan Worksheet | |
| Glossary | |
| Notes | |
| References | |
| Author Index | |
| Subject Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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