9780205318391

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

by ; ;
  • ISBN13:

    9780205318391

  • ISBN10:

    0205318398

  • Format: Paperback
  • Copyright: 2003-01-01
  • Publisher: Allyn & Bacon

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

Purchase Benefits

  • Free Shipping On Orders Over $35!
    Your order must be $35 or more to qualify for free economy shipping. Bulk sales, PO's, Marketplace items, eBooks and apparel do not qualify for this offer.
  • Get Rewarded for Ordering Your Textbooks! Enroll Now
List Price: $92.11 Save up to $26.41
  • Buy Used
    $65.70
    Add to Cart Free Shipping

    USUALLY SHIPS IN 2-4 BUSINESS DAYS

Supplemental Materials

What is included with this book?

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

Rewards Program

Write a Review