Preventing Problem Behaviors : A... | Buy

Foreword

Jane Knitzer

Acknowledgments

About the Authors

xii

Promising Practices for Preventing Problem Behaviors

(10)

Bob Algozzine

Pam Kay

School administrators face daily and continuous challanges in efforts to establish and maintain safe and orderly classroom environments where teachers can teach and students can learn

Prevention strategies have the potential to reduce the incidence and prevalence of school-related problems

Prevention of emotional and behavioral problems involves several key features: (a) univeral prevention measures that ensure that the school classroom environment promote positive behaviors; (b) early and annual screening of children to determine who has been ``placed at risk''; (c) early secondary intervention at the youngest age possible; and (d) cross-setting participation and collaboration in prevention programs encompassing individuals, families, teachers, peers, and community agencies

This chapter provides a brief overview of school-based programs to prevent emotional and/or behavioral problems from interfering with education.

Preventing Problems by Improving Behavior

(26)

Debra M. Kamps

This chapter focuses on proactive approaches to improving behavior for individual students with antisocial tendencies

When these supports are provided early in a child's life, the risks can be reduced and the outcomes improved

The reader will find a blueprint for promoting well-managed educational environments for all children, including (a) information about antisocial behavior, (b) tips for teaching rules and compliance, (c) tips for choosing rewards, (d) procedures for reducing inappropriate behaviors, and (e) information about using functional assessment procedures for children with chronic, more intensive needs for behavioral support.

Preventing Learning Problems Using Total Quality Principles

(20)

Bob Audette

Bob Algozzine

Mary Beth Marr

Edward D. Ellis Jr.

Richard White

Effective teachers organize their classrooms to support learning, safety, and appropriate social behavior

They have a strong academic focus and support students in setting appropriate goals, achieving high standards, fostering positive relationships with school staff and peers, and promoting meaningful school, family, and community interactions

This chapter uses examples from classrooms to describe how Total Quality Education is an effective model for creating a positive learning environment

Individually and as a class, students use self-assessment data to control their process and monitor their continuous improvement.

Preventing Problems Through Social Skills Instruction

(28)

Debra M. Kamps

Pam Kay

Social skills instruction in general education classrooms is an important prevention strategy

This chapter defines social skills, gives examples of research-based curricula, outlines effective instructional procedures and enhancements, and describes strategies to reinforce and maintain positive behaviors both inside and outside of the classroom

The programs described focus on (a) use of an instructional model in natural settings, and (b) the incorporation of peer groups as appropriate role models

A number of effective social skills progrms are presented, along with four essential elements that must be present before any program can be effective.

Preventing Problem Behaviors Using Schoolwide Discipline

(19)

Bob Algozzine

Richard White

Unified Discipline encourages firm, caring responses to management problems in the classroom and other areas of the school

Consistent attitudes, expectations, correction procedures, and team roles drive this approach to preventing and improving behavior on a schoolwide basis

Unified Discipline has demonstrated its effectiveness with improvements in office referrals, discipline demographics, classroom ecology, individual student performances, and general attitudes.

Building Effective Parent-Teacher Partnerships

104

(22)

Pam Kay

Martha Fitzerald

Stephanie McConaughy

For a few students, classroom- and schoolwide supports will not be enough by themselves to promote positive behaviors

For these students, individualized prevention strategies require effective alliances between school personnel and families

In elementary school, a strong partnership between the classroom teacher and the parent(s) or other guardians of the child can provide the guidance that the child needs to move in a positive direction, away from behaviors that will interfere with his or her learning

This chapter describes Parent Teacher Action Research as a process that helps parents and teachers learn to work together as equal partners while they address the child's needs for consistency between home and school

A Parent Liaison provides parent support and facilitates regular meetings between the parent(s) and classroom teachers.

Building Linkages to Learning Through Community Partnerships

126

(16)

Peter E. Leone

Robert J. Evert

Karen A. Friedman

Early success of children in school is highly dependent on the ability of their parents and guardians to nurture them as learners

Some families, especially new immigrants and those with limited income, struggle to provide academic support for their children

Although a range of education, mental health, and social services is often available, language barriers, limited transportation options, and complicated eligibility requirements make it difficult for some parents to access the support they need for their families

This chapter describes the Linkages to Learning program, a school-based mental health and social service program

A comprehensive study of children in the Linkages program showed significant decreases in children's negative behavior over time, modest increases in academic achievement, and a high degree of parent satisfaction with the program.

Using Conflict Resolution and Peer Mediation to Support Positive Behavior

142

(20)

Stephen W. Smith

Ann P. Daunic

Students who use mediation to resolve conflicts with peers report high levels of satisfaction with the experience

Peer mediators can learn the procedure, help reduce the time teachers and administrators spend dealing with daily conflicts, and most important, gain skills that will contribute to personal and social adjustment

Chapter 8 provides (a) a description of the components and functions of conflict resolution and peer mediation programs and their rationale within a developmental framework, (b) brief reviews of some of the relevant research, (c) the authors' work in three middle schools and their findings, and (d) recommendations about how to implement and maintain an effective program

This chapter will be of special interest to middle- as well as elementary-school parents and personnel.

Making Connections That Keep Students Coming to School

162

(21)

Mary F. Sinclair

Christine M. Hurley

David L. Evelo

Sandra L. Christenson

Martha L. Thurlow

The Check & Connect model can be used to build connections with disenfranchised youth and families

Key components include relationship building, interventions that follow the student and family from school to school, problem solving, systematic monitoring of alterable indicators of school engagement, immediate individualized intervention, promoting affiliation with school and learning, and most important, persistence-plus

This model is grounded in research on resiliency, home-school collaboration, and school completion

This chapter will be of special interest to middle school personnel and families.

Measuring the Success of Prevention Programs

183

(37)

Stephanie H. McConaughy

Peter E. Leone

Successful prevention programs need to be able to demonstrate to parents, administrators, and the community, measurable, positive changes in the behaviors that place children at risk for school failure and exclusion

This chapter examines practical issues involved in measuring the effectiveness of prevention programs

Topics covered include the design of program evaluations and the selection of program participants, evaluators, and sources of outcome data

Procedures for reliable and valid measures of changes in learning, behavior, and emotional functioning are discussed along with ways of integrating existing data collection procedures into an evaluation plan

The chapter concludes with a discussion of measurement strategies in the context of several prevention programs with demonstrated effectiveness.

Building Effective Prevention Practices

220

(15)

Bob Algozzine

Effective schools use prevention practices that are based on research, and they address the common and unique needs of educators, students, families, and community members

This chapter summarizes the knowledge base on effective prevention practices, illustrating key strategies for improving individual student behavior; creating responsive, productive classroom climates; improving social skills; developing effective schoolwide discipline; building positive school, family, and community partnerships; maintaining positive peer supports; and keeping students coming to school.

Index

235