Cynthia Anderson,
Terrance M. Scott,
Terrance Scott,
Cynthia M. Anderson,
Peter Alter
e.a.
Managing Classroom Behavior Using Positive Behavior Supports
Pearson New International Edition
Paperback Engels 2013 1e druk 9781292041483Levertijd ongeveer 9 werkdagen
Gratis verzonden
Samenvatting
For students taking courses in classroom or behavior management.
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An essential how-to guide to positive behavior support in schools.
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Written as a methods manual for positive behavior support (PBIS) in school settings, this first edition text focuses on practical strategies for the classroom with step-by-step application examples. After an opening chapter that reviews the key literature and concepts related to evidence-based practice in positive behavior support, the text quickly moves on to a well-organized collection of indispensible tutorials, methods, and applications for teachers written in clear, down-to-earth language and supplemented with real-life examples.
Specificaties
ISBN13:9781292041483
Taal:Engels
Bindwijze:Paperback
Aantal pagina's:272
Uitgever:Pearson Education
Druk:1
Verschijningsdatum:7-11-2013
Hoofdrubriek:Psychologie
Lezersrecensies
Wees de eerste die een lezersrecensie schrijft!
Inhoudsopgave
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 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 Encoura
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 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 Encoura
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