Managing Classroom Behavior Using Positive Behavior Supports: Pearson New International Edition

VitalSource eBook

Date de publication

28 octobre 2013

ISBN-13

9781292055268

Ampleur

Nombre de pages de contenu principal : 270

Code interne

129205526X

Protection technique e-livre

DRM

Google Livres Aperçu

Sommaire

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

 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

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