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• 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