Managing Disruptive Behaviors in the Schools : A Schoolwide, Classroom, and Individualized Social Learning Approach

by Martella, Ronald C.; Nelson, J. Ron; Marchand-Martella, Nancy E.

• ISBN13: 9780205318391
• ISBN10: 0205318398
• Format: Paperback
• Copyright: 2003-01-01
• Publisher: Allyn & Bacon

Summary

This text supports teachers in preventing management problems and responding to unwanted behavior when it occurs in classrooms. Managing Disruptive Behaviors in the Schools offers a comprehensive presentation of three levels of behavior management strategies: school-wide, classroom, and individual. Although all of these levels contribute to a positive learning environment according to the U.S. Department of Education, many Schools of Education have not had the resources to cover all three environments. A social learning emphasis, in which human behavior is viewed within an ecological framwork, is integrated throughout the text. Application of this information is supported by a range of devices such as vignettes, examples, strategies, and activities to show students how to manage behavior effectively.

Table of Contents

Preface	ix
PART ONE Introduction to Behavior Management	1	(58)
Behavior Management Models	1	(27)
Chapter Objectives	1	(1)
Vignette	1	(1)
Overview	2	(1)
What Is Discipline?	3	(1)
What Are Alternative Behavior Management Approaches Used in Schools?	3	(19)
What Are the Misunderstandings of Effective Behavior Management Approaches?	22	(3)
What is the Right to Effective Behavioral Treatment?	25	(1)
Summary	25	(1)
Vignette Revisited	26	(1)
Discussion Questions	27	(1)
Social Learning Foundations	28	(31)
Objectives	28	(1)
Vignette	28	(1)
Overview	29	(1)
How Is Human Behavior Learned?	30	(5)
What Is the Role of Observational Learning?	35	(1)
What Is Reinforcement?	35	(5)
What Is Extinction?	40	(2)
What Is Punishment?	42	(1)
How Do We Distinguish between Reinforcers and Punishers?	43	(1)
How Are Reinforcers and Punishers Learned?	44	(5)
What Is Stimulus Control?	49	(1)
What Is Shaping?	50	(1)
What Is Chaining?	51	(1)
What Are Schedules of Reinforcement?	52	(4)
Summary	56	(1)
Vignette Revisited	57	(1)
Discussion Questions	57	(2)
PART TWO Schoolwide Organizational Systems	59	(73)
Managing the School Environment School Violence	59	(23)
Chapter Objectives	59	(1)
Vignette	59	(1)
Overview	60	(1)
Are Schools Safe?	60	(5)
What Are Some of the Consequences of Misconceptions about School Safety?	65	(6)
How Do We Conduct a Fact-Based Threat Assessment?	71	(9)
Summary	80	(1)
Vignette Revisited	81	(1)
Discussion Questions	81	(1)
Managing the School Environment Developing, Implementing, and Maintaining a Schoolwide Positive Behavioral Intervention and Support Program	82	(24)
Objectives	82	(1)
Vignette	82	(1)
Overview	83	(1)
What Is Schoolwide Positive Behavioral Intervention and Support?	84	(1)
What Are the Organizational Systems within a SWPBIS Program?	85	(11)
What Is the School Evaluation Rubric?	96	(7)
Summary	103	(1)
Vignette Revisited	104	(1)
Discussion Questions	105	(1)
Managing the School Environment Planning, Selecting, Implementing, and Evaluating Evidence-Based Interventions and Programs	106	(26)
Chapter Objectives	106	(1)
Vignette	106	(1)
Overview	107	(2)
What Are the Key Terms?	109	(3)
How Do We Identify and Describe the Problem?	112	(5)
How Do We Develop Capacity to Address the Problem?	117	(3)
How Do We Select the Target Group and Setting?	120	(4)
How Do We Select Interventions and Programs?	124	(2)
How Do We Implement and Sustain Interventions and Programs?	126	(2)
How Do We Evaluate Interventions and Programs?	128	(2)
Summary	130	(1)
Vignette Revisited	130	(1)
Discussion Questions	131	(1)
PART THREE Classroom Organizational Systems	132	(83)
Managing Behavior within the Classroom Preliminary Considerations	132	(25)
Chapter Objectives	132	(1)
Vignette	132	(1)
Overview	133	(1)
Why Is Classroom Management Critical?	134	(2)
What Are Effective Classroom and Seating Arrangements?	136	(2)
What Are Nonverbal Communication Methods?	138	(1)
How Do We Set Effective Classroom Rules?	139	(5)
How Do We Establish Routines?	144	(1)
What Are Precorrection Strategies?	145	(3)
What Are Social Skills?	148	(1)
How Do We Provide Group-Oriented Contingencies?	148	(6)
Summary	154	(1)
Vignette Revisited	155	(1)
Discussion Questions	156	(1)
Managing Behavior within the Classroom Instructional Variables	157	(31)
Chapter Objectives	157	(1)
Vignette	157	(1)
Overview	158	(1)
What Are the Levels of Time?	159	(5)
What Is the Importance of Curriculum and Lesson Pacing?	164	(1)
How Do We Plan for Transitions?	165	(1)
What Is Effective Instruction?	166	(2)
What Are Teaching Functions?	168	(2)
What Are the Stages of Learning?	170	(2)
What Are Response Prompting Strategies?	172	(3)
What Is An Effective Lesson Plan Format?	175	(1)
What Are Three Critical Components for Providing Effective Instruction in the Classroom?	176	(2)
What Is Mastery?	178	(1)
What Are Three Teaching Behaviors That Can Help Reduce Behavior Problems in the Classroom?	179	(1)
What Is an Academic Functional Assessment?	180	(1)
What Are Evidence-Based Practices?	181	(4)
Summary	185	(1)
Vignette Revisited	186	(1)
Discussion Questions	186	(2)
Managing Behavior within the Classroom The Think Time Strategy	188	(27)
Chapter Objectives	188	(1)
Vignette	189	(1)
Overview	189	(1)
What Are the Distinctive Properties of Classrooms That the Think Time Strategy Is Designed to Address?	190	(2)
What Is the Research Base for the Think Time Strategy?	192	(6)
What Do Teachers Need to Do to Implement the Think Time Strategy?	198	(6)
How Is the Think Time Strategy Used?	204	(3)
What Common Questions Arise When Implementing the Think Time Strategy?	207	(6)
Summary	213	(1)
Vignette Revisited	214	(1)
Discussion Questions	214	(1)
PART FOUR Individualized Organizational Systems	215	(126)
Managing Individualized Behavior Pinpointing and Tracking a Behavior Problem	215	(33)
Chapter Objectives	215	(1)
Vignette	215	(1)
Overview	216	(1)
What Are the Considerations We Must Make?	217	(1)
What Are Goals and Behavioral Objectives?	217	(2)
How Are Behaviors Assessed?	219	(8)
How Do We Develop Recording Instruments?	227	(2)
What Is Interobserver Agreement?	229	(4)
What Factors Influence Interobserver Agreement?	233	(2)
What Are Single-Case Experimental Designs?	235	(1)
A-B Design	235	(1)
Withdrawal Design	235	(10)
Summary	245	(1)
Vignette Revisited	246	(1)
Discussion Questions	246	(2)
Managing Individualized Behavior Functional Behavioral Assessments	248	(35)
Objectives	248	(1)
Vignette	248	(1)
Overview	249	(1)
What Are the Assumptions of Behavior Management?	249	(4)
Why Are Functional Behavioral Assessments Important?	253	(1)
What Are the Types of Functional Behavioral Assessments?	254	(20)
How Do We Develop an Individualized Intervention?	274	(6)
Summary	280	(1)
Vignette Revisited	281	(1)
Discussion Questions	282	(1)
Managing Individualized Behavior Increasing Desirable Behaviors	283	(31)
Objectives	283	(1)
Vignette	283	(1)
Overview	284	(1)
Why Should Target Behaviors Be Increased?	284	(1)
How Can Prompting Strategies Be Used to Increase Desirable Behaviors?	285	(1)
What Is Shaping?	285	(1)
What Are the Premack Principle and the Response Deprivation Hypothesis?	286	(2)
What Is Behavioral Momentum?	288	(1)
What Are Self Management Procedures?	289	(12)
What Is Correspondence Training?	301	(1)
What Are Behavioral Contracts?	302	(1)
What Are Token Economy Systems?	302	(2)
When Should We Use These Procedures?	304	(1)
How Is Consequence-Imposed Behavior Change Generalized?	305	(3)
How Is Consequence-Imposed Behavior Change Maintained?	308	(3)
What Is the Planning Process for Generalization and Maintenance?	311	(1)
Summary	311	(1)
Vignette Revisited	312	(1)
Discussion Questions	312	(2)
Managing Individualized Behavior Decreasing Undesirable Behaviors	314	(27)
Chapter Objectives	314	(1)
Vignette	314	(1)
Overview	315	(1)
What Are the Least Restrictive, Least Intrusive, and Most Effective Alternatives?	315	(2)
What Are Informal Procedures?	317	(3)
What Are Behavior Reduction Procedures?	320	(9)
What Are Aversive-Based Procedures?	329	(8)
How Do We Decide Which Procedure to Use?	337	(1)
How Is Consequence-Imposed Behavior Change Generalized?	338	(1)
Now Is Consequence-Imposed Behavior Change Maintained?	338	(1)
Summary	338	(1)
Vignette Revisited	339	(1)
Discussion Questions	339	(2)
Appendix A School Evaluation Rubric (SER)	341	(15)
Appendix B Web Sites	356	(3)
Glossary	359	(10)
References	369	(9)
Name Index	378	(3)
Subject Index	381