Efnisyfirlit

• Cover Page
• Title Page
• Copyright
• Brief contents
• Detailed contents
• Preface
• Acknowledgments
• PART I. INTRODUCTION TO BEHAVIOR MANAGEMENT
  • 1. Behavior Management Models
    • Chapter Objectives
    • Vignette
    • Overview
    • What Is Discipline?
    • What Are Some Popular Behavior Management Models Used in Schools?
      • Assertive Discipline
      • Logical Consequences
      • Reality Therapy
      • Love and Logic
      • Ginott
      • Kounin
      • Jones
      • Character Education
      • Conclusion
    • What Are Best Practices in Behavior Management?
      • The Behavioral Model
      • Misunderstandings of the Behavioral Model
      • Conclusion
    • What Are Ethical Issues in Treating Behavior and Instructional Problems?
      • The Right to Effective Behavioral Treatment
      • The Right to Effective Education
    • Vignette Revisited
    • Summary
    • Key Terms
    • Discussion Questions
  • 2. The Foundations of Behavior Management
    • Chapter Objectives
    • Vignette
    • Overview
    • How Is Human Behavior Learned?
      • The Difference Between Cognitive and Behavioral Theories
      • The A-B-Cs of Learning
    • What Is the Role of Observational Learning?
      • Modeling
    • What Is Reinforcement?
      • Positive Reinforcement
      • Negative Reinforcement
    • What Is Extinction?
    • What Is Punishment?
      • Positive Punishment
      • Negative Punishment
    • How Do We Distinguish Between Reinforcers and Punishers?
    • How Are Reinforcers and Punishers Learned?
      • Primary and Secondary Positive Reinforcers
      • Primary and Secondary Aversives
      • Deprivation and Satiation States
    • What Is Stimulus Control?
    • What Is Shaping?
    • What Is Chaining?
      • Total or Whole Task Chaining
      • Forward Chaining
      • Backward Chaining
    • What Are Schedules of Reinforcement?
      • Continuous Reinforcement Schedule
      • Intermittent Reinforcement Schedules
      • Extinction
    • Vignette Revisited
    • Summary
    • Key Terms
    • Discussion Questions
• PART II. INDIVIDUALIZED SUPPORTS
  • 3. Pinpointing and Tracking a Behavior Problem
    • Chapter Objectives
    • Vignette
    • Overview
    • What Are the Considerations We Must Make Prior to Implementing an Individualized Behavior Support Plan?
    • How Do We Define Behavior and Develop Goals and Objectives?
      • Defining Behavior
      • Goals
      • Behavioral Objectives
      • How Do We Record Behaviors?
      • Permanent Products
      • Event or Frequency Recording
      • Duration and Latency Recording
      • Interval Recording
    • How Do We Develop Recording Instruments?
    • What Is Interobserver Agreement?
      • Permanent Products
      • Event or Frequency Recording
      • Duration and Latency Recording
      • Interval Recording
    • What Factors Influence Interobserver Agreement?
      • Reactivity
      • Observer Drift
      • Complexity of the Measurement System
      • Observer Expectations
    • What Are Single-Case Experimental Designs?
      • A-B Design
      • Withdrawal Design
      • Multiple-Baseline Designs
      • Changing-Criterion Design
      • Alternating Treatments Design
    • Vignette Revisited
    • Summary
    • Key Terms
    • Discussion Questions
  • 4. Functional Behavior Assessments and Behavior Support Plans
    • Chapter Objectives
    • Vignette
    • Overview
    • What Are the Assumptions of Behavior Support?
      • Contextual Behavior
      • Functions of Behavior
      • Other Assumptions
    • Why Is It Important to Know About Functional Behavior Assessments?
    • What Are the Types of Functional Behavior Assessments?
      • Indirect Assessments
      • Descriptive Analyses
      • Functional Analyses
      • When to Use Each Type of Assessment
    • How Do We Develop a Behavior Support Plan?
      • Building the Behavior Support Plan
      • Writing the Behavior Support Plan
      • Assessing the Fidelity of the Behavior Support Plan
    • Vignette Revisited
    • Summary
    • Key Terms
    • Discussion Questions
  • 5. Increasing Desirable Behaviors
    • Chapter Objectives
    • Vignette
    • Overview
    • How Can Challenging Behavior Be Decreased by Increasing Appropriate Behavior?
    • How Can Prompting Strategies Be Used to Increase Desirable Behaviors?
      • Antecedent Prompt and Test Procedure
      • Most-to-Least Prompting
      • Antecedent Prompt and Fade Procedure
      • Least-to-Most Prompting
      • Graduated Guidance
      • Time Delay
    • What Is Shaping?
    • What Are the Premack Principle and the Response Deprivation Hypothesis?
      • Premack Principle
      • Response Deprivation Hypothesis
    • What Is Behavioral Momentum?
    • What Are Self-Management Procedures?
      • Reasons for a Lack of Self-Control
      • Reasons for Teaching Self-Management
      • Types of Self-Management Skills
      • The Need for Consequences
    • What Is Preference and Choice?
    • What Is Correspondence Training?
    • What Are Behavioral Contracts?
    • What Are Token Economy Systems?
    • How Do We Produce Generalization of Behavior Change?
      • Response Generalization
      • Stimulus Generalization
    • How Is Consequence-Imposed Behavior Change Maintained?
      • Intermittent Reinforcement Schedules
      • Use of Naturally Occurring Reinforcers
      • Use of Self-Management Procedures
    • What Is the Planning Process for Generalization and Maintenance?
    • Vignette Revisited
    • Summary
    • Key Terms
    • Discussion Questions
  • 6. Decreasing Undesirable Behaviors
    • Chapter Objectives
    • Vignette
    • Overview
    • What Are the Least Restrictive, Least Intrusive, and
    • Most Effective Alternatives for Reducing Unwanted Behavior?
      • Restrictiveness
      • Intrusiveness
      • Effectiveness
      • Cautions With the Use of Restrictive or Intrusive Procedures
      • Conclusion
    • What Are Informal Procedures?
      • Situational Inducement
      • Redirection
      • Chain Stopping
      • Proximity Control
    • What Are Behavior Reduction Procedures?
      • Level I Procedures (Presentation of Reinforcement)
      • Level II Procedure (Removal of Source of Reinforcement)
    • What Are Aversive-Based Procedures?
      • Negative Side Effects
      • Level III Procedures (Contingent Removal of Reinforcing Stimuli)
      • Level IV Procedures (Presentation of Aversive Stimuli)
    • How Do We Decide Which Procedure to Use?
    • How Is Consequence-Imposed Behavior Change Generalized?
    • How Is Consequence-Imposed Behavior Change Maintained?
    • Vignette Revisited
    • Summary
    • Key Terms
    • Discussion Questions
• PART III. CLASSROOM SUPPORTS
  • 7. Preliminary Considerations
    • Chapter Objectives
    • Vignette
    • Overview
    • Why Is Classroom Management Critical?
    • What Are Effective Classroom Arrangements?
    • What Are Nonverbal Communication Methods?
    • How Do We Set Effective Classroom Rules?
      • Developing Effective Classroom Rules
    • How Do We Establish Routines?
    • What Is Precorrection?
    • What Are Social Skills?
    • What Are Group-Oriented Management Approaches?
      • Dependent Group Management
      • Interdependent Group Management
      • Independent Group Management
    • What Are the Advantages and Disadvantages of Each Group-Oriented Management Approach?
      • Dependent Group Management
      • Interdependent Group Management
      • Independent Group Management
    • What Are Important Considerations When Using Group-Oriented Management Approaches?
      • Teachers Should Avoid Negative Traps
      • Teachers Should Actively Practice Positive Interaction Skills
      • Teachers Should Use a Teaching Interaction Strategy When Attempting to Correct Unwanted Behavior
    • Vignette Revisited
    • Summary
    • Key Terms
    • Discussion Questions
  • 8. Instructional Variables
    • Chapter Objectives
    • Vignette
    • Overview
    • What Are the Levels of Time?
      • Available Time
      • Allocated Time
      • Engaged Time
      • Academic Learning Time
    • What Is the Importance of Curriculum and Lesson Pacing?
    • How Do We Plan for Transitions?
    • What Is Effective Instruction?
    • What Are Teaching Functions?
      • Daily Reviews
      • Presentation of New Content
      • Guided Practice
      • Independent Practice
      • Weekly and Monthly Reviews
    • What Are the Stages of Learning?
      • Acquisition Stage
      • Proficiency Stage
      • Maintenance Stage
      • Generalization Stage
      • Adaptation Stage
    • What Are Response Prompting Strategies?
      • Antecedent Prompt and Test Procedure
      • Most-to-Least Prompting
      • Antecedent Prompt and Fade Procedure
      • Least-to-Most Prompting
      • Graduated Guidance
      • Time Delay
    • What Is an Effective Lesson Plan Format?
    • What Are Three Critical Components for Providing Effective Instruction in the Classroom?
      • Organization of Instruction
      • Program Design
      • Teacher Presentation Techniques
    • What Is Mastery?
    • What Is Differentiated Instruction?
    • What Are Three Teaching Behaviors That Can Help Reduce Behavior Problems in the Classroom?
      • Appropriate Instructions
      • Specific Praise
      • Appropriate Error Corrections
    • What Is an Academic Functional Assessment?
    • What Are Evidence-Based Practices?
      • Key Features of Effective Programs
      • Direct Instruction
      • Key Features of Effective Instructional Practices
      • Other Resources
    • Vignette Revisited
    • Summary
    • Key Terms
    • Discussion Questions
• PART IV. SCHOOLWIDE SUPPORTS
  • 9. School Safety
    • Chapter Objectives
    • Vignette
    • Overview
    • Are Schools Safe?
      • School-Related Violent Deaths
      • Weapons Possession and Physical Fights in Schools
      • Students’ Perceptions of Personal Safety at School and Away From School
      • Bullying at School and Cyber-Bullying Anywhere
      • Teacher Reports on Student Misbehavior, Tardiness, and Class Cutting
      • Safety and Security Measures Taken by Schools
      • Profiling Students at Risk of Targeted Violence
    • How Do We Conduct a Fact-Based Threat Assessment?
      • Key Concepts
      • Four-Pronged Threat Assessment Approach
    • Vignette Revisited
    • Summary
    • Key Terms
    • Discussion Questions
  • 10. Schoolwide Positive Behavior Intervention and Support
    • Chapter Objectives
    • Vignette
    • Overview
    • What Is Schoolwide Positive Behavior Intervention and Support?
      • Goals
      • Key Elements
    • What Are the Organizational Systems Within a SWPBIS Program?
      • Leadership Organizational System
      • Schoolwide Organizational System
      • Nonclassroom Organizational System
      • Classroom Organizational System
      • Individual Organizational System
      • Academic Support System
    • What Is the School-wide Evaluation Tool?
    • What Are the Benchmarks for Advanced Tiers?
    • Vignette Revisited
    • Summary
    • Key Terms
    • Discussion Questions
  • 11. Evidence-Based Interventions and Programs
    • Chapter Objectives
    • Vignette
    • Overview
    • What Are a Strategy, an Intervention, and a Program?
      • Strategy
      • Intervention
      • Program
    • What Are the Criteria for Being Defined as an Evidence-Based Intervention?
      • The Intervention Is Operationally Defined
      • The Qualifications of People Who May Use the Intervention With Success Are Defined
      • The Outcomes That May Be Expected From Using the Intervention Are Defined
      • The Settings (or Contexts) in Which the Intervention Is Expected to Be Effective Are Defined
      • The Target Population or Populations for Whom the Intervention Is Effective Are Defined
      • The Conceptual Theory and Basic Mechanisms Framing the Intervention Are Defined
    • How Do Schools Identify Evidence-Based Interventions?
      • Step 1. Is the Intervention Backed by Strong Evidence of Effectiveness?
      • Step 2. If the Intervention Is Not Backed by Strong Evidence, Is It Backed by Possible Evidence of Effectiveness?
      • Step 3. If the Answer to the Questions in Steps 1 and 2 Is No, One May Conclude the Intervention Is Not Supported by Meaningful Evidence
    • How Do Schools Assess the Magnitude of the Effects of an Intervention?
      • Statistical Significance
      • Effect Size
    • Where Can Schools Find Evidence-Based Interventions?
    • How Do Schools Develop the Capacity to Implement Interventions?
      • Human Capacity
      • Technical Capacity
      • Physical Capacity
      • Funding Capacity
    • How Do Schools Implement and Sustain Interventions?
    • How Do Schools Evaluate Interventions and Programs?
      • Process Evaluations
      • Outcome Evaluations
    • Vignette Revisited
    • Summary
    • Key Terms
    • Discussion Questions
  • 12. Response to Intervention (RTI) and SWPBIS Models
    • Chapter Objectives
    • Vignette
    • Overview
    • Where Did RTI and Multitiered Intervention Models Originate?
    • What Are the Expected Effects of RTI Intervention Models?
    • What Are Some Conceptual Issues That Arise Within RTI Intervention Models?
      • Problem Solving and Standard Protocol
      • Response to Intervention and Resistance to Intervention
      • Response to Intervention and Responsiveness to Intervention
      • Instruction and Intervention
    • What Are the Key Elements of RTI Intervention Models?
      • Universal Screening
      • Data-Based Problem-Solving Process
      • Continuum of Scientifically Based Interventions
      • Progress Monitoring
    • What Is the Link Between RTI and Schoolwide Positive Behavior Intervention and Support (SWPBIS)?
      • Primary (Tier 1)
      • Secondary (Tier 2)
      • Tertiary (Tier 3)
    • Vignette Revisited
    • Summary
    • Key Terms
    • Discussion Questions
• Glossary
• References
• Index
• About the Authors

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