Managing Classroom Behavior Using Positive Behavior Supports

Description

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 2

Understanding Behavior

A Functional Approach

Assumptions of a Functional Model

Behavior Is Learned

Behavior Is Lawful

Behavior Can Be Changed

Applying the Functional Model to Student Behavior

Define What the Person Says or Does

Identify Key Features of the Environment

Antecedent Events

Consequences

Chapter Review

Chapter 3

Overview of a Functional Approach to Intervention

Assessment from a Functional Perspective

Function of Behavior

Functional Behavior Assessment

Step 1: Defining Behavior

Step 2: Assess Predictable Patterns

Step 3: Developing a Hypothesis About the Function of Behavior

Conducting an FBA

Summary: Understanding Behavior Through a Functional Behavior Assessment

Chapter Review

Chapter 4

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 5

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 6

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 7

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 8

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 9

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 10

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 11

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 12

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 13

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 14

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

For students taking courses in classroom or behavior management.

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.

Details

• A print text
• Free shipping

· A “How-to” approach encourages readers to focus on concept applications and strategies.

· Organized in a sequential manner giving readers a systematic schema to understand how PBIS principles are applied at the school-wide, classroom, and individual levels.

· A “teacher friendly” writing style focuses the reader on the application of positive behavior support instead of on terminology or technical vocabulary.

· Real-life scenarios are used to link the steps and sub-components of strategies, helping readers identify the important components and applications of specific strategies through others’ classroom experiences.

· Clear definitions of key terms and concepts , which are further explained with the use of tables and examples, allow readers to easily understand and synthesize new material.

· Helpful tables and graphics are used throughout the text to clarify complex relationships and decisions in a more visual format.

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 master’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.

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