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Tables of Contents for Managing Disruptive Behavior in the Schools
Chapter/Section Title
Page #
Page Count
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 Approaches Used in Schools?
3
19
What Are the Misunderstandings of Effective Behavior Management Approaches?
22
3
What is the Right to Effective Behavioral Treatment?
25
1
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 and Punishers?
43
1
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 Violence
59
23
Chapter Objectives
59
1
Vignette
59
1
Overview
60
1
Are Schools Safe?
60
5
What Are Some of the Consequences of Misconceptions about School Safety?
65
6
How Do We Conduct a Fact-Based Threat Assessment?
71
9
Summary
80
1
Vignette Revisited
81
1
Discussion Questions
81
1
Managing the School Environment Developing, Implementing, and Maintaining a Schoolwide Positive Behavioral Intervention and Support Program
82
24
Objectives
82
1
Vignette
82
1
Overview
83
1
What Is Schoolwide Positive Behavioral Intervention and Support?
84
1
What Are the Organizational Systems within a SWPBIS Program?
85
11
What Is the School Evaluation Rubric?
96
7
Summary
103
1
Vignette Revisited
104
1
Discussion Questions
105
1
Managing the School Environment Planning, Selecting, Implementing, and Evaluating Evidence-Based Interventions and Programs
106
26
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 Problem?
117
3
How Do We Select the Target Group and Setting?
120
4
How Do We Select Interventions and Programs?
124
2
How Do We Implement and Sustain Interventions and Programs?
126
2
How Do We Evaluate Interventions and Programs?
128
2
Summary
130
1
Vignette Revisited
130
1
Discussion Questions
131
1
PART THREE Classroom Organizational Systems
132
83
Managing Behavior within the Classroom Preliminary Considerations
132
25
Chapter Objectives
132
1
Vignette
132
1
Overview
133
1
Why Is Classroom Management Critical?
134
2
What Are Effective Classroom and Seating Arrangements?
136
2
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 Contingencies?
148
6
Summary
154
1
Vignette Revisited
155
1
Discussion Questions
156
1
Managing Behavior within the Classroom Instructional Variables
157
31
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 Lesson Pacing?
164
1
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 Providing Effective Instruction in the Classroom?
176
2
What Is Mastery?
178
1
What Are Three Teaching Behaviors That Can Help Reduce Behavior Problems in the Classroom?
179
1
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 Think Time Strategy
188
27
Chapter Objectives
188
1
Vignette
189
1
Overview
189
1
What Are the Distinctive Properties of Classrooms That the Think Time Strategy Is Designed to Address?
190
2
What Is the Research Base for the Think Time Strategy?
192
6
What Do Teachers Need to Do to Implement the Think Time Strategy?
198
6
How Is the Think Time Strategy Used?
204
3
What Common Questions Arise When Implementing the Think Time Strategy?
207
6
Summary
213
1
Vignette Revisited
214
1
Discussion Questions
214
1
PART FOUR Individualized Organizational Systems
215
126
Managing Individualized Behavior Pinpointing and Tracking a Behavior Problem
215
33
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 Agreement?
233
2
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 Behavioral Assessments
248
35
Objectives
248
1
Vignette
248
1
Overview
249
1
What Are the Assumptions of Behavior Management?
249
4
Why Are Functional Behavioral Assessments Important?
253
1
What Are the Types of Functional Behavioral Assessments?
254
20
How Do We Develop an Individualized Intervention?
274
6
Summary
280
1
Vignette Revisited
281
1
Discussion Questions
282
1
Managing Individualized Behavior Increasing Desirable Behaviors
283
31
Objectives
283
1
Vignette
283
1
Overview
284
1
Why Should Target Behaviors Be Increased?
284
1
How Can Prompting Strategies Be Used to Increase Desirable Behaviors?
285
1
What Is Shaping?
285
1
What Are the Premack Principle and the Response Deprivation Hypothesis?
286
2
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 Generalized?
305
3
How Is Consequence-Imposed Behavior Change Maintained?
308
3
What Is the Planning Process for Generalization and Maintenance?
311
1
Summary
311
1
Vignette Revisited
312
1
Discussion Questions
312
2
Managing Individualized Behavior Decreasing Undesirable Behaviors
314
27
Chapter Objectives
314
1
Vignette
314
1
Overview
315
1
What Are the Least Restrictive, Least Intrusive, and Most Effective Alternatives?
315
2
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 Generalized?
338
1
Now Is Consequence-Imposed Behavior Change Maintained?
338
1
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