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A comprehensive, balanced and practical text, Strategies for Addressing Behavior Problems in the Classroom, 6/e, provides a unique in-depth look at specific behaviors and the strategies employed for addressing each behavior in K-12 classrooms and schools. Readers can expect to get solid coverage of key topics, practical understanding of Applied Behavior Analysis (ABA) and a more detailed look at functional behavioral assessment (FBA) than found in other texts. Additionally, featured research-based practices from various fields outside of education (such as psychiatry and psychology), lend to a special balanced approach that helps students grasp how different methodologies contribute to behavior and classroom management in a larger context. The authors also address school-based interventions in the context of positive behavioral support, a view embraced by practitioners and supported by research, and continues to promote collaboration between other agencies and families, along with better coordination of treatment options to create effective services and intervention in education. Intended for graduate or undergraduate courses for general education and special education classroom teachers, administrators, or behavior specialists, this widely-used text is clearly written and organized in such a way that classroom teachers or school support professionals can use it in their every day practice.
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DETAILED TABLE OF
Chapter One
Identifying and Serving Students with Behavior Problems
Outline
Objectives
Come into My Classroom: A Case Study
Introduction
Positive Behavior Support and Response to Intervention
Legislation Affecting Student Behavior
Problem Behavior or Emotional and Behavioral Disorder?
Identifying Students with Emotional and Behavioral Disorders
Summary
Discussion/Application Ideas
Notes
References
CHAPTER 2
SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT
What is SWPBS?
A “Snapshot” of SWPBS
Three Tiers of Prevention
Critical Features of SWPBS
How do You Implement the Primary Tier of SWPBS?
1. Establish a School-Wide Team
2. Identify Coaches
3. Engage in Activities to Meet Readiness Requirements
4. Participate in Professional Development
5. Identify Key Outcomes and Develop an Action Plan
6. Adopt and Develop Products to Implement and Monitor Evidence-Based Practices
7. Invest in Systems to Support Staff
8. Roll-Out SWPBS
9. Collect Data to Make Decisions
Come into My Classroom: A Case Study (Part Two)
Secondary Tier Interventions
Tertiary Tier Interventions
Come into My Classroom: A Case Study (Part Three)
Secondary Tier Interventions at Suner Middle School
Tertiary Tier Interventions at Suner Middle School
The Impact of Implementing Secondary and Tertiary Tier Supports at Suner Middle School
What are the Outcomes of SWPBS?
Evidence Supporting Primary Tier Interventions
Evidence Supporting Secondary Tier Interventions
Evidence Supporting Tertiary Tier Interventions
CHAPTER 4
Assessment-Based Intervention Planning
The Assessment Process
Identifying Problem Behavior
Step 1: Assess the Student’s Behavior
Step 2: Propose a Hypothesis
Step 3: Assess the Validity of the Hypothesis
Step 4: Design an Intervention
Step 5: Collect Data on Intervention Effectiveness and Adjust the Plan as Needed
Step 6: Write Long- and Short-Term Objectives
CHAPTER 5
MONITORING STUDENT PROGRESS
The Effects of Teaching a Student to Self-Monitor Behavior
Overview of Measurement in the Classroom
CHAPTER 6
Evaluating Intervention Effects
Graphing and Charting Student Performance
The Role of Formative Evaluation in Monitoring Student Performance
Graph or Chart?
Types of Graphs and Charts
Autographing Formats
Guidelines for Graph or Chart Construction
Data-Based Decision Making
Single Subject Research Designs
Chapter 7
CLASSROOM -WIDE POSITIVE BEHAVIOR SUPPORT
Evidence-Based Practices: The Foundation of Classroom PBS
Create a Classroom Community
Maximize Structure and Predictability
Post, Teach, Monitor, and Reinforce Expectations
Rules
Contingent Praise
Precorrection
Using Prompts and Cues
Come Into My Classroom: Part 3
Monitor and Reinforce Expectations
Come Into My Classroom: Part 4
Actively Engage Students in Observable Ways
Rate of Opportunities to Respond (OTR)
Come Into My Classroom: Part 5
CHAPTER 8
ADDRESSING DISRUPTIVE BEHAVIORS
Making Decisions About Interventions
Teacher-Mediated Interventions
CHAPTER 9
ADDRESSING AGGRESSIVE BEHAVIORS
Functional Behavioral Assessment of Aggression
Assessing Social Competence
Check In Check Out
Intensive Strategies for Arousal-Heightening Interpretation of External Stimuli
Intensive Strategies for Heightened Affective Arousal
Come Into My Classroom (Part 3)
Intensive Strategies for Ineffective Communications/Social Skills
Intensive Strategies for Students Who Exhibit Prosocial Value Deficits
Intensive Strategies for Cognitive and Academic Skill Deficits
Crisis Interventions
CHAPTER 10
DEVELOPING ALTERNATIVES TO SELF-STIMULATORY AND SELF-INJURIOUS BEHAVIOR
Self-Stimulatory Behavior
Self-Injurious Behaviors
SSB, SIB, and Functional Relations
Motivative Operations
Assessment of SSB
Intervention Strategies for SSB
Assessment of SIB
Intervention Strategies for SIB
Skill Acquisition
How do you Teach Learning Skills?
What is Verbal Behavior?
How do you Teach Verbal Behavior?
Worthy Care and Performance Management
CHAPTER 11
SUPPORTING STUDENTS WITH PSYCHIATRIC AND SUBSTANCE ABUSE PROBLEMS Outline
Identifying Psychiatric Problems
Gathering Initial Information
Student Support Services
Mood Disorders: Major Depression and Dysthymia
Come Into My Classroom: A Case Study
Mood Disorder: Bipolar Disorder
Anxiety Disorders
School Refusal
Eating Disorders
Substance Abuse
Attempting Suicide
CHAPTER 12
Extending Intervention Effects
Principles of Maintenance and Generalization
Transition Planning
<H2> Transitions to Less Restrictive Educational Settings
Transitions to Other Settings
Family/Community Involvement
Common Features of a System of Care and Evidence-Based Practices
Working within the Building
Working with Families
Working with Community Professionals and Agencies
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