Instructional Classroom Management A Proactive Approach to Behavior Management

by Darch, Craig B.; Kame'enui, Edward J.

• ISBN13: 9780130139931
• ISBN10: 0130139939
• Additional ISBN(s): 9780801306365
• Edition: 2nd
• Format: Paperback
• Copyright: 2003-04-16
• Publisher: Pearson
• More Book Details
• Purchase Benefits

Summary

This comprehensive book presents a proactive behavior management system for decreasing behavior problems in the classroom and the school, plus a full range of strategies for correcting disruptive behavior once it has occurred. Coverage is based on the authors' belief that effective management strategies for any age or ability level must begin with an instructional analysis of the problem and be followed with a solution grounded in instructional principles and built on solid research. Featuring a research-based behavior management plan for an entire school year which illustrates the development of a proactive teaching plan, helps future teachers see how behaviors change over the course of a school year and how to adapt management to changing situations and needs. The research-based behavior management plan includes assessment, lesson plan creation, and a list of management strategies. Instructional examples throughout the material illustrate research-based guidelines for managing behavior in the classroom and school setting. Expanded list of reinforcement strategies includes strategies for use with learners of all ages and abilities. Chapter 7,Social Skills Instruction in the Classroom sets out a viable, research-based plan for both assessing and teaching critical social skills. Chapter 10,School-Wide Discipline and Instructional Classroom Management presents a proactive, research-based 180-day plan that can serve as a framework for a repertoire of strategies that will achieve discipline both in and out of the classroom. For future Special Education teachers.

Table of Contents

Classroom Management and the Context of Instruction	2	(18)
Management and the Context of Instruction	5	(1)
Orientation of the Text	5	(1)
Thinking About Behavior Management	6	(4)
Can't Versus Won't Problems	7	(3)
Assumptions About Instructional Management	10	(6)
Organizing Principles About the Learner	11	(2)
Organizing Principles About the Teacher	13	(3)
Summary	16	(1)
References	16	(2)
Understanding Student Behavior: Translating Theoretical Perspectives into Effective Practice	18	(26)
Behavioral Perspective	21	(4)
What Is It? Definition, History, and Critical Features	21	(2)
How Does Behavior Modification View Student Behavior?	23	(1)
How Do I Use the Behavioral Perspective in My Classroom?	24	(1)
Advantages and Limitations of the Behavioral Perspective	24	(1)
Biophysical Perspective	25	(2)
What Is It? Definition, History, and Critical Features	25	(1)
How Does the Biophysical Perspective View Student Behavior?	26	(1)
How Do I Use the Biophysical Perspective in My Classroom?	26	(1)
Advantages and Limitations of the Biophysical Perspective	26	(1)
Psychoeducational Perspective	27	(3)
What Is It? Definition, History, and Critical Features	27	(2)
How Does the Psychoeducational Perspective View Student Behavior?	29	(1)
How Do I Use the Psychoeducational Perspective in My Classroom?	29	(1)
Advantages and Limitations of the Psychoeducational Perspective	30	(1)
Ecological Perspective	30	(2)
What Is It? Definition, History, and Critical Features	30	(1)
How Does the Ecological Perspective View Student Behavior?	30	(1)
How Do I Use the Ecological Perspective in My Classroom?	30	(2)
Advantages and Limitations of the Ecological Perspective	32	(1)
Social Learning Perspective	32	(4)
What Is It? Definition, History, and Critical Features	32	(2)
How Does the Social Learning Perspective View Student Behavior?	34	(1)
How Do I Use the Social Learning Perspective in My Classroom?	35	(1)
Advantages and Limitations of the Social Learning Perspective	35	(1)
Instructional Perspective	36	(5)
What Is It? Definition, History, and Critical Features	36	(1)
How Does the Instructional Perspective View Student Behavior?	37	(1)
How Do I Use the Instructional Perspective in My Classroom?	38	(1)
Advantages and Limitations of the Instructional Perspective	39	(2)
Summary	41	(1)
Chapter Activities	41	(1)
References	41	(3)
A Conceptual Framework for Instructional Classroom Management	44	(26)
A Proactive Approach	47	(4)
Task Dimensions of Instructional Classroom Management	51	(9)
Task History	52	(2)
Task Response Form	54	(1)
Task Modality	55	(1)
Task Complexity	56	(2)
Task Schedule	58	(1)
Task Variation	59	(1)
Application of Task Dimensions to Classroom Management	60	(6)
Before Instruction	60	(3)
During Instruction	63	(1)
After Instruction	64	(2)
Summary	66	(1)
Chapter Activities	66	(1)
References	66	(4)
A Temporal Framework for Instructional Classroom Management	70	(34)
Step 1: Considering the Phases of Instruction	72	(18)
Aligning the Phases of Instruction	72	(1)
Before Instruction: Designing Instructional Classroom Management	73	(10)
During Instruction: Delivering Instructional Classroom Management	83	(4)
After Instruction: Reflecting and Adjusting Instructional Classroom Management	87	(3)
Step 2: Considering the Phases of the School Year	90	(12)
Critical Features of the 180-Day Plan	90	(1)
Phases of the 180-Day Plan	91	(11)
Summary	102	(1)
Chapter Activities	103	(1)
References	103	(1)
Instructional Classroom Management Assessment	104	(22)
Why Develop an Assessment Plan?	106	(1)
Traditional Assessment in Behavior Management	107	(1)
Limitations of Assessment Models in Behavior Management	108	(1)
Linking Assessment to Instruction	108	(1)
Developing Proactive Procedures	108	(1)
Considering Phases of Instruction	108	(1)
Incorporating Assessment Into Teaching	109	(1)
Features of the Instructional Classroom: Linking Assessment, Management, and Instruction	109	(2)
Proactive Assessment	109	(1)
Comprehensive Assessment	109	(1)
Assessment Linked to Instruction	110	(1)
Assessment Integrated School Wide	110	(1)
The Instructional Classroom Management Assessment Model	111	(10)
Assessment Before Instruction	112	(4)
Assessment During Instruction	116	(3)
Assessment After Instruction	119	(2)
Instructional Classroom Management Assessment Checklist	121	(3)
Adapting Instructional Classroom Management Assessment	124	(1)
Add Assessment Questions When Necessary	124	(1)
Use With Individuals and Student Groups	124	(1)
Combine With Other Procedures	124	(1)
Summary	124	(1)
Chapter Activities	125	(1)
References	125	(1)
Using Reinforcement to Increase Student Motivation	126	(26)
Why Does Reinforcement Sometimes Fail?	128	(1)
Conceptualizing Reinforcement as Instruction	129	(2)
The Instructional Reinforcement Plan: Its Purpose and Role in Instructional Classroom Management	131	(2)
An Integrative Purpose	131	(1)
Increasing Academic Performance	131	(1)
Using Reinforcement for the School Year	132	(1)
Reinforcement and Instruction	132	(1)
Dimensions and Procedures of Reinforcement	133	(8)
Categories of Reinforcement	133	(4)
Schedule of Reinforcement	137	(1)
Intensity of Reinforcement	138	(1)
Timing of Reinforcement	138	(2)
Integrating Reinforcement and Instruction	140	(1)
Aligning Reinforcement and Task Dimensions	141	(8)
Task History and Reinforcement	142	(1)
Task Response Form and Reinforcement	143	(2)
Task Modality and Reinforcement	145	(1)
Task Complexity and Reinforcement	146	(1)
Task Schedule and Reinforcement	147	(1)
Task Variation and Reinforcement	148	(1)
Summary	149	(1)
Chapter Activities	150	(1)
References	150	(2)
Social Skills Instruction in the Classroom	152	(22)
What Are Social Skills?	154	(1)
Why Teach Social Skills?	155	(2)
What Is Social Skills Instruction?	157	(1)
How Should Social Skills Be Taught?	157	(11)
What Social Skills Should Be Taught?	158	(6)
What Would a Social Skills Lesson Plan Look Like?	164	(4)
How Is Student Learning of Social Skills Determined?	168	(1)
How Effective Is the Instruction?	168	(1)
How Effective Is the Skill for Students?	168	(1)
How Can Social Skills Instruction Be Enhanced and Supported?	168	(1)
Summary	169	(2)
Chapter Activities	171	(1)
References	171	(3)
Punishment: A Transition Tool Only	174	(22)
Definition of Punishment	176	(1)
Punishment Used as a Transition Tool	176	(5)
Alternatives to Punishment	177	(4)
Guidelines for Using Punishment as a Transition Tool	181	(2)
Administrative Guidelines	181	(1)
Implementation Guidelines	182	(1)
Punishment Strategies	183	(10)
Verbal Reprimands	183	(2)
Quiet-Time Strategy	185	(2)
Owing-Time Strategy	187	(2)
Response-Cost Strategy	189	(1)
Time-Out From Positive Reinforcement	190	(3)
Punishment Strategies and the Continuum of Complexity	193	(1)
Summary	193	(1)
Chapter Activities	194	(1)
References	194	(2)
Managing Persistent Behavior Problems: Strategies and Examples	196	(22)
A Model for Managing Persistent Behavior Problems	198	(9)
Assessment	199	(1)
Modification of the Context and the Structure of the Lesson	200	(1)
Modification of Task Dimensions	201	(1)
Modification of Reinforcement	202	(1)
Strategic Use of Precorrection Strategies	203	(2)
Strategic Use of Neutral Tasks	205	(1)
Strategic Use of Punishment Strategies	206	(1)
Managing Persistent Behavior Problems: Four Examples	207	(9)
Instructional Analysis of Problem 1	208	(1)
Instructional Strategies for Prevention of Problem 1	208	(2)
Instructional Analysis of Problem 2	210	(1)
Instructional Strategies for Prevention of Problem 2	210	(3)
Instructional Analysis of Problem 3	213	(1)
Instructional Strategies for Prevention of Problem 3	214	(1)
Instructional Analysis of Problem 4	215	(1)
Instructional Strategies for Prevention of Problem 4	215	(1)
Summary	216	(1)
Chapter Activities	216	(1)
References	217	(1)
School-Wide Discipline and Instructional Classroom Management: A Systems Approach	218	(31)
An Instructional Approach to School-Wide Discipline	220	(8)
Continuum of Behavior Support	221	(3)
Systems Approach to School-Wide Discipline	224	(4)
Components of a School-Wide Discipline System	228	(8)
School Purpose Statement	228	(1)
School-Wide Behavior Expectations	229	(1)
Teaching Behavioral Expectations	229	(1)
Continuum of Procedures for Encouraging Expectations	230	(3)
Continuum of Procedures for Discouraging Rule Violations	233	(2)
Procedures for Monitoring the Effectiveness of the School-Wide Discipline Plan	235	(1)
Implementation of School-Wide Discipline System Within the 180-Day Plan	236	(8)
Before Implementation	239	(3)
During Implementation	242	(1)
After Implementation	243	(1)
Summary	244	(1)
Chapter Activities	245	(1)
References	245	(4)
Name Index	249	(3)
Subject Index	252

Excerpts

The second edition of Instructional Classroom Management: A Proactive Approach to Behavior Managementcontinues to be about managing behavior from an instructional point of view. We are convinced more than ever that effective management strategies for all ages and ability levels must begin with an educational analysis of the problem, followed by a solution grounded in instructional principles. We discuss that students can best be taught academic, behavioral, and social skills through the use of research-based instructional procedures and intervention strategies. The design and philosophy of our approach helps teachers proactively manage their school and instructional environments. The second edition was developed for classroom teachers, school administrators, school counselors and psychologists, and professionals charged with the responsibility of guiding educational programs for students. It is comprehensive in scope, presenting a proactive management system designed to decrease student behavior problems in schools. In addition, we provide a full range of strategies for teaching and correcting disruptive behavior once it occurs. The conceptual framework of the text and the intervention strategies presented are based on current research in the field. This edition integrates current research into a management plan that is effective for an entire school year. This plan includes assessment and instruction that allow the teacher to develop teaching plans to proactively reduce the occurrence of disruptive behavior in the classroom and the school. In addition, we have developed a more comprehensive list of reinforcement strategies to use with students of all ages and ability levels. Dr. George Sugai of the University of Oregon and his colleagues have contributed two chapters to our text. First, Chapter 7 is about teaching students social skills. Sugai and his colleagues present a plan for teachers to both assess students' social skills and teach critical social skills. The techniques discussed in this chapter are research-based and organized so that teachers can effectively implement them with students in need of social skills instruction. In addition, Sugai and his colleagues have contributed Chapter 10 on school-wide discipline and instructional classroom management. This research-based school-wide discipline system is a proactive instructional approach organized around a 180-day plan that can be effectively implemented at the classroom and school level. A NOTE TO THE READER AND INSTRUCTOR In this edition, we have upgraded and expanded the pedagogical features to aid instruction and learning. We have increased the number of instructional examples in the text to provide the reader with a range of examples of teachers managing classroom behavior. These examples illustrate our research-based guidelines and philosophy for instructional classroom management and reflect the broad range of problems teachers face in classrooms today. Each chapter begins with an overview outlining critical concepts. Each chapter ends with a brief, succinct summary. We have included activities for students to translate research into practice. These activities were designed to enhance the understanding of the concepts discussed in the chapters. For example, students are asked to observe in classrooms to determine the type of management strategies teachers use with disruptive students.