Managing Classroom Behavior Using Positive Behavior Supports

Managing Classroom Behavior Using Positive Behavior Supports

Paperback

By (author) Terrance M. Scott, By (author) Cynthia M. Anderson, By (author) Peter Alter

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  • Publisher: Merrill
  • Format: Paperback | 336 pages
  • Dimensions: 188mm x 229mm x 25mm | 431g
  • Publication date: 1 May 2011
  • Publication City/Country: Upper Saddle River
  • ISBN 10: 0205498345
  • ISBN 13: 9780205498345
  • Edition statement: New.
  • Sales rank: 334,719

Product description

An essential how-to guide to positive behavior support in schools. Written as a methods manual for positive behavior support (PBIS) in school settings, this first edition text focuses on practical strategies for the classroom with step-by-step application examples. After an opening chapter that reviews the key literature and concepts related to evidence-based practice in positive behavior support, the text quickly moves on to a well-organized collection of indispensible tutorials, methods, and applications for teachers written in clear, down-to-earth language and supplemented with real-life examples

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Author information

Terrance M. Scott is a Professor and Distinguished University Scholar at the University of Louisville where he directs the Center for Academic and Behavior Research. He received his Ph.D. in Special Education in 1994 and began his special education career as a counselor in a residential treatment center adjudicated adolescent boys. After receiving his masterâ s degree in special education he taught in self-contained classrooms and directed public school programs for students with emotional and behavioral disorders. He has over 70 published articles, book chapters, and training media in the areas of behavioral disorders and behavioral support systems and is a past editor of the professional journal Beyond Behavior. In 2004, he received the Distinguished Early Career Award from the Research Division of the International Council for Exceptional Children. His main research interests are related to students with challenging behavior, with special focus on school-wide prevention, effective instruction, functional behavior assessment, and effective classroom and behavior management. Peter J. Alter is an Assistant Professor at the University of Louisville. He holds a Ph.D. from the University of Florida. Dr. Alter has published multiple journal articles and book chapters and conducted over 50 regional, national and international presentations on classroom intervention strategies and behavior supports. He is the current co-editor of the professional journal Beyond Behavior. Prior to earning his doctorate, Dr. Alter spent 10 years working with students with challenging behavior including the final six years in Florida public schools as a teacher of students with emotional and behavioral disorders in self-contained settings. He was the winner of the 2006 Carl Fenichel Memorial Research Award for the outstanding dissertation in the area of behavior disorders. Cynthia M. Anderson is an Associate Professor at University of Oregon. She is the Department Chair of Special Education and Clinical Sciences within the College of Education. She holds her PhD in Clinical Child Psychology from West Virginia University and is a licensed psychologist. Dr. Anderson has published over 60 books, chapters, and training documents on behavior supports and systems-change in education. She regularly conducts trainings, workshops, and presentations for educators on behavior support and systems-change. Her research interests focus on functional behavior assessment and intervention, secondary interventions for behavior disorders, and school-wide systems change. Dr. Anderson is an Associate Editor for School Psychology Review and is on the editorial boards for Journal of Applied Behavior Analysis, Journal of Positive Behavior Interventions, The Behavior Analyst, and Journal of School Psychology.

Table of contents

Chapter 1 Introduction to a Prevention-Focused Model of Behavior Support Discipline Problems in the School The "Causes" of Misbehavior Summary Proactive Management Preventing Failure by Promoting Success Prevention and the Academic-Social Behavior Connection A Three-Tiered Approach to Proactive Management Chapter Review Chapter 3 Measuring Behavior in the School Defining Behavior Dimensions of Behavior Measurement Process Step 1: Determine What to Monitor Step 2: Determine the Simplest Way to Collect Data Step 3: Monitor Behavior in a Consistent Manner Step 4: Use Data to Evaluate and Make Decisions Behavior Monitoring Methods Event-Based Recording Time-Based Recording Decision Model Chapter Review Chapter 4 Using Data to Make Instructional Decisions Scope and Sequence: What Should Be Taught First, Second...? Performing a Task Analysis: How Is It Done? Goals and Objectives: Plans for Teaching and Evaluation Educational Goal Statement Instructional Objectives Writing Instructional Objectives: Process Evaluating Instruction Graphing Behavior: Visual Representations of Performance Evaluating Performance Aim Lines Trend Lines Data-Based Decision Making Determining Effectiveness of the Plan Decisions: Successful Performance Chapter Review Chapter 5 A Function-Based Perspective of Classroom Management Rationale for Assessing a Classroom Matching the Intervention to the Classroom Emphasizing Educative Behavior Management Conducting a Functional Behavior Assessment of the Classroom Focus on Functional Routines Using a Scatter Plot to Identify Problematic Routines Antecedents and Consequences Antecedent Variables Setting Events and Contextual Variables Affecting Behavior in the Classroom Activities as Possible Setting Events Discriminative Stimuli Identifying Cues for Appropriate Behavior Consequences Consequences for Inappropriate Behavior What Consequences Follow Problem Behavior? Which Consequences Are Reinforcing the Behavior? Consequences for Appropriate Behavior Summary Chapter Review Appendix A-Functional Assessment for Classroom Environments Template Appendix B-Functional Assessment for Classroom Environments Example Chapter 6 Effective Instruction for Behavior The Importance of Instruction Instruction = Maximizing Success Rates The Academic-Behavior Connection Key Features of Effective Instruction Effective Instruction for Behavior Facilitating Instruction Considerations Chapter Review Chapter 7 Antecedent Interventions in the Classroom Changing Setting Events to Improve Student Behavior Changing the Physical Layout of the Room Defining and Teaching Expected Behavior Structure of Routines Supervision Style Activities That Occur Before or After Class Manipulating the Effects of Discriminative Stimuli Summary Chapter Review Chapter 8 Using Consequences to Encourage Student Behavior in the Classroom Teachers' Objections to Reinforcement Positive Reinforcement Negative Reinforcement Acknowledging Appropriate Behavior Attention as a Reinforcer Activity Reinforcers Tangible Reinforcers Whole-Class Formal Acknowledgment Systems The Good Behavior Game Teachers Need Reinforcement Too Chapter Review Chapter 9 Designing Individualized Instructional Strategies Replacement Behaviors Instruction Errorless Learning Shaping Chaining Instructional Manipulations Modeling Provide Opportunities to Respond Manipulate Task Difficulty Constant Time Delay Guided Practice Chapter Review Chapter 10 Creating Environments That Predict Individual Student Success Antecedent Interventions Teacher/Student Relationships Consistent Routines and Physical Arrangement Prompts and Cues Antecedent Compliance Strategies Maintenance and Generalization Chapter Review Chapter 11 Strategies for Responding to Individual Success: Reinforcement Choosing Behaviors to Reinforce Identifying the Reinforcers (What?) Using Reinforcers (How?) Token Economies Behavior Contracts Schedules of Reinforcement (When?) Tracking Progress (Is the Reinforcement Working?) Summary Chapter Review Chapter 12 Strategies for Responding to Individual Misbehavior: Punishment Issues Punishment Issues Punishment Strategies Verbal and Nonverbal Reprimand Negative Punishment Response Cost Positive Punishment Chapter Review Chapter 13 Behavior Support Plans Rationale for Behavior Support Plans Key Components of Behavior Support Plans Practices: Key Features of the Intervention Antecedent Interventions Desired Behaviors Skill Building Reinforcement Minimizing Reinforcement Safety Plan Systems for Implementation Data to Guide Decision-Making Putting It All in Place: The Process of Support Planning Behavior Support Teams: Who Is Involved? Facilitating Support Planning Chapter Review Appendix A-Behavior Support Plan Template Name Index Subject Index