Managing Classroom Behavior Using Positive Behavior Supports, 1st edition
Published by Pearson (April 21, 2011) © 2012
- Terrance M. Scott University of Louisville
- Cynthia M. Anderson University of Oregon
- Peter Alter University of Louisville
· 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.
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 ReinforceIdentifying 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 PlansKey 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
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.
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