Managing Disruptive Behavior in the Schools : A School-Wide, Classroom, and Individualized Social Learning Approach

Managing Disruptive Behavior in the Schools : A School-Wide, Classroom, and Individualized Social Learning Approach

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  • 製本 Paperback:紙装版/ペーパーバック版/ページ数 388 p.
  • 言語 ENG,ENG
  • 商品コード 9780205318391
  • DDC分類 371.1024

Table of Contents

Preface                                            ix
PART ONE Introduction to Behavior Management 1 (58)
Behavior Management Models 1 (27)
Chapter Objectives 1 (1)
Vignette 1 (1)
Overview 2 (1)
What Is Discipline? 3 (1)
What Are Alternative Behavior Management 3 (19)
Approaches Used in Schools?
What Are the Misunderstandings of Effective 22 (3)
Behavior Management Approaches?
What is the Right to Effective Behavioral 25 (1)
Treatment?
Summary 25 (1)
Vignette Revisited 26 (1)
Discussion Questions 27 (1)
Social Learning Foundations 28 (31)
Objectives 28 (1)
Vignette 28 (1)
Overview 29 (1)
How Is Human Behavior Learned? 30 (5)
What Is the Role of Observational Learning? 35 (1)
What Is Reinforcement? 35 (5)
What Is Extinction? 40 (2)
What Is Punishment? 42 (1)
How Do We Distinguish between Reinforcers 43 (1)
and Punishers?
How Are Reinforcers and Punishers Learned? 44 (5)
What Is Stimulus Control? 49 (1)
What Is Shaping? 50 (1)
What Is Chaining? 51 (1)
What Are Schedules of Reinforcement? 52 (4)
Summary 56 (1)
Vignette Revisited 57 (1)
Discussion Questions 57 (2)
PART TWO Schoolwide Organizational Systems 59 (73)
Managing the School Environment School 59 (23)
Violence
Chapter Objectives 59 (1)
Vignette 59 (1)
Overview 60 (1)
Are Schools Safe? 60 (5)
What Are Some of the Consequences of 65 (6)
Misconceptions about School Safety?
How Do We Conduct a Fact-Based Threat 71 (9)
Assessment?
Summary 80 (1)
Vignette Revisited 81 (1)
Discussion Questions 81 (1)
Managing the School Environment Developing, 82 (24)
Implementing, and Maintaining a Schoolwide
Positive Behavioral Intervention and Support
Program
Objectives 82 (1)
Vignette 82 (1)
Overview 83 (1)
What Is Schoolwide Positive Behavioral 84 (1)
Intervention and Support?
What Are the Organizational Systems within 85 (11)
a SWPBIS Program?
What Is the School Evaluation Rubric? 96 (7)
Summary 103(1)
Vignette Revisited 104(1)
Discussion Questions 105(1)
Managing the School Environment Planning, 106(26)
Selecting, Implementing, and Evaluating
Evidence-Based Interventions and Programs
Chapter Objectives 106(1)
Vignette 106(1)
Overview 107(2)
What Are the Key Terms? 109(3)
How Do We Identify and Describe the Problem? 112(5)
How Do We Develop Capacity to Address the 117(3)
Problem?
How Do We Select the Target Group and 120(4)
Setting?
How Do We Select Interventions and Programs? 124(2)
How Do We Implement and Sustain 126(2)
Interventions and Programs?
How Do We Evaluate Interventions and 128(2)
Programs?
Summary 130(1)
Vignette Revisited 130(1)
Discussion Questions 131(1)
PART THREE Classroom Organizational Systems 132(83)
Managing Behavior within the Classroom 132(25)
Preliminary Considerations
Chapter Objectives 132(1)
Vignette 132(1)
Overview 133(1)
Why Is Classroom Management Critical? 134(2)
What Are Effective Classroom and Seating 136(2)
Arrangements?
What Are Nonverbal Communication Methods? 138(1)
How Do We Set Effective Classroom Rules? 139(5)
How Do We Establish Routines? 144(1)
What Are Precorrection Strategies? 145(3)
What Are Social Skills? 148(1)
How Do We Provide Group-Oriented 148(6)
Contingencies?
Summary 154(1)
Vignette Revisited 155(1)
Discussion Questions 156(1)
Managing Behavior within the Classroom 157(31)
Instructional Variables
Chapter Objectives 157(1)
Vignette 157(1)
Overview 158(1)
What Are the Levels of Time? 159(5)
What Is the Importance of Curriculum and 164(1)
Lesson Pacing?
How Do We Plan for Transitions? 165(1)
What Is Effective Instruction? 166(2)
What Are Teaching Functions? 168(2)
What Are the Stages of Learning? 170(2)
What Are Response Prompting Strategies? 172(3)
What Is An Effective Lesson Plan Format? 175(1)
What Are Three Critical Components for 176(2)
Providing Effective Instruction in the
Classroom?
What Is Mastery? 178(1)
What Are Three Teaching Behaviors That Can 179(1)
Help Reduce Behavior Problems in the
Classroom?
What Is an Academic Functional Assessment? 180(1)
What Are Evidence-Based Practices? 181(4)
Summary 185(1)
Vignette Revisited 186(1)
Discussion Questions 186(2)
Managing Behavior within the Classroom The 188(27)
Think Time Strategy
Chapter Objectives 188(1)
Vignette 189(1)
Overview 189(1)
What Are the Distinctive Properties of 190(2)
Classrooms That the Think Time Strategy Is
Designed to Address?
What Is the Research Base for the Think 192(6)
Time Strategy?
What Do Teachers Need to Do to Implement 198(6)
the Think Time Strategy?
How Is the Think Time Strategy Used? 204(3)
What Common Questions Arise When 207(6)
Implementing the Think Time Strategy?
Summary 213(1)
Vignette Revisited 214(1)
Discussion Questions 214(1)
PART FOUR Individualized Organizational Systems 215(126)
Managing Individualized Behavior Pinpointing 215(33)
and Tracking a Behavior Problem
Chapter Objectives 215(1)
Vignette 215(1)
Overview 216(1)
What Are the Considerations We Must Make? 217(1)
What Are Goals and Behavioral Objectives? 217(2)
How Are Behaviors Assessed? 219(8)
How Do We Develop Recording Instruments? 227(2)
What Is Interobserver Agreement? 229(4)
What Factors Influence Interobserver 233(2)
Agreement?
What Are Single-Case Experimental Designs? 235(1)
A-B Design 235(1)
Withdrawal Design 235(10)
Summary 245(1)
Vignette Revisited 246(1)
Discussion Questions 246(2)
Managing Individualized Behavior Functional 248(35)
Behavioral Assessments
Objectives 248(1)
Vignette 248(1)
Overview 249(1)
What Are the Assumptions of Behavior 249(4)
Management?
Why Are Functional Behavioral Assessments 253(1)
Important?
What Are the Types of Functional Behavioral 254(20)
Assessments?
How Do We Develop an Individualized 274(6)
Intervention?
Summary 280(1)
Vignette Revisited 281(1)
Discussion Questions 282(1)
Managing Individualized Behavior Increasing 283(31)
Desirable Behaviors
Objectives 283(1)
Vignette 283(1)
Overview 284(1)
Why Should Target Behaviors Be Increased? 284(1)
How Can Prompting Strategies Be Used to 285(1)
Increase Desirable Behaviors?
What Is Shaping? 285(1)
What Are the Premack Principle and the 286(2)
Response Deprivation Hypothesis?
What Is Behavioral Momentum? 288(1)
What Are Self Management Procedures? 289(12)
What Is Correspondence Training? 301(1)
What Are Behavioral Contracts? 302(1)
What Are Token Economy Systems? 302(2)
When Should We Use These Procedures? 304(1)
How Is Consequence-Imposed Behavior Change 305(3)
Generalized?
How Is Consequence-Imposed Behavior Change 308(3)
Maintained?
What Is the Planning Process for 311(1)
Generalization and Maintenance?
Summary 311(1)
Vignette Revisited 312(1)
Discussion Questions 312(2)
Managing Individualized Behavior Decreasing 314(27)
Undesirable Behaviors
Chapter Objectives 314(1)
Vignette 314(1)
Overview 315(1)
What Are the Least Restrictive, Least 315(2)
Intrusive, and Most Effective Alternatives?
What Are Informal Procedures? 317(3)
What Are Behavior Reduction Procedures? 320(9)
What Are Aversive-Based Procedures? 329(8)
How Do We Decide Which Procedure to Use? 337(1)
How Is Consequence-Imposed Behavior Change 338(1)
Generalized?
Now Is Consequence-Imposed Behavior Change 338(1)
Maintained?
Summary 338(1)
Vignette Revisited 339(1)
Discussion Questions 339(2)
Appendix A School Evaluation Rubric (SER) 341(15)
Appendix B Web Sites 356(3)
Glossary 359(10)
References 369(9)
Name Index 378(3)
Subject Index 381