Behavior management : positive applications for teachers / Thomas J. Zirpoli

Author:: Zirpoli, Thomas J.
Published:: Upper Saddle River, N.J. : Pearson, [2012]
Copyright Date:: ©2012
Edition:: 6th ed.
Physical Description:: xviii, 457 pages : illustrations ; 24 cm

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Contents:

Machine generated contents note: pt. 1 Foundations for Understanding and Managing Behavior -- ch. 1 Basic Concepts of Behavior and Behavior Management -- Historical Foundations to Understanding Behavior and Behavior Analysis -- Classical Conditioning -- Operant Conditioning -- The Behavioral Versus Psychoanalytic Approach -- Social Learning Theory -- Behavior Therapy -- Applied Behavior Analysis -- Basic Concepts of Behavior and Behavior Management -- Behavior -- Responses -- Stimuli -- Antecedents -- Consequences -- Reinforcement -- Punishment -- Prompts and Cues -- Basic Assumptions About Behavior and Behavior Management -- Assumption 1 Most Behaviors are Learned -- Assumption 2 Most Behaviors are Stimulus-Specific -- Assumption 3 Most Behaviors Can Be Taught, Modified, and Changed -- Assumption 4 Behavior Change Goals Should Be Specific and Clearly Defined -- Assumption 5 Behavior Change Programs Should Be Individualized -- Assumption 6 Behavior Change Programs Should Focus on the Here and Now -- Assumption 7 Behavior Change Programs Should Focus on the Child's Environment -- Assumption 8 Behavior Change Programs Should Focus on Reinforcement Strategies and Other Positive Behavior Supports -- Myths and Misconceptions About Behavior and Behavior Management -- Myth 1 Changing Another Person's Behavior is Coercive -- Myth 2 The Use of Reinforcement to Change Behavior is a Form of Bribery -- Myth 3 Students Will Learn to Behave Appropriately Only for Reinforcement -- Myth 4 Students Should "Work" for Intrinsic Reinforcers -- Myth 5 All Students Should Be Treated in the Same Way -- Summary -- Discussion Questions -- References -- ch. 2 Legal Considerations for Schools -- Teachers' Duty to Enforce Discipline -- Students' Due Process Protections -- Procedural Due Process: The Right to Fair Procedures -- Substantive Due Process: The Right to Reasonableness -- Summary of Due Process Protections and Discipline -- Disciplining Student with Disabilities -- Disciplinary Provisions of IDEA 1997 and 2004 -- Suspensions and Expulsions -- The Manifestation Determination -- The Interim Alternative Educational Setting -- Proactively Addressing Behavior Problems of Students with Disabilities -- Summary of Disciplining Students with Disabilities -- Schoolwide Discipline -- Developing Schoolwide Discipline Policies -- Rules and Consequences -- Programming for Students with Serious Behavior Problems -- Implications for Teachers and Administrators -- Develop School District Disciplinary Policies and Procedures -- Proactively Address Problem Behavior -- Provide Training in Behavioral Interventions to Teachers -- Document Disciplinary Actions -- Evaluate the Effectiveness of Interventions -- Summary -- Discussion Questions -- References -- pt. 2 Understanding Your Students -- ch. 3 Diversity in the Classroom -- Diverse Learners -- Definition of Terms -- Culture -- Ethnicity -- Race -- Worldview -- The Five Categories of Worldview -- Cultural Influences on Behavior -- Collectivism Versus Individualism -- Verbal and Nonverbal Communication -- Respectful Behavior -- Child Rearing and Discipline Practices -- Acculturation and Enculturation -- Relationships -- Recommendations for Schools and Teachers -- Deal with Feelings of Alienation -- Value Extended Family -- Facilitate Positive Parent-School Relationship -- Maintain High Expectations -- Integrating a Multicultural Approach in the Classroom -- Celebrate Diversity -- Exploring Your Cultural Identity and That of Your School Community -- Internet Resources -- Summary -- Discussion Questions -- References -- ch. 4 Issues in Early Childhood Behavior -- Early Development of Behavior: The First Two Years -- The Newborn -- The Infant -- The 1-Year-Old -- The 2-Year-Old -- Environmental Influences on Young Children's Behavior Poverty -- Persistent Parental Unemployment -- Single-Parent Families -- Babies Born Premature and/or Dysmature -- Fetal Alcohol Syndrome -- Lead Poisoning -- Child Maltreatment -- The Need for Early Intervention -- The Efficacy of Early Intervention -- Variables Associated with Effective Early Intervention -- Positive Behavioral Supports for Young Children -- Establishing a Caring and Loving Environment -- Variables Associated with Appropriate Behavior in Young Children -- Supervision -- Consistency -- Readiness Skills -- Environmental Considerations -- The Educational Setting for Young Children -- Social Density -- Physical Layout -- Appropriate Use of Materials -- Effective Scheduling -- Transitions -- Staffing Qualifications and Ratios -- Caregiver-Parent Relationships -- Summary -- Discussion Questions -- References -- ch. 5 Issues in Adolescent Behavior -- Understanding the Changing Behavior of Adolescents -- Physical Changes -- Cognitive Changes -- Social Changes -- Contextual Changes -- Cumulative Effect of Changes -- Predicting Positive Outcomes for Adolescents -- Internal Assets -- External Assets -- Avoiding Developmental Deficits -- Behavioral Interventions for Adolescent Populations -- Positive Behavioral Interventions and Supports -- Resistance and Refusal Skills -- Social Skills Training -- Issues Particular to Behavioral Interventions with Adolescents -- Is it Ever Too Late to Intervene? -- Who Should Lead the Intervention---Teachers or Peers? -- Could Interventions Ever have Unintended Harmful Effects? -- How Can We Conduct Interventions and Cover Required Course Material? -- Summary -- Discussion Questions -- References -- pt. 3 Measuring and Charting Behavior -- ch. 6 Data Collection Techniques -- Target Behaviors -- Defining Target Behaviors -- Establishing Behavioral Objectives -- Naturalistic Observation -- Anecdotal Observation: The ABC Analysis -- Assessment Interviews -- Dimensions of Behavior -- Frequency -- Duration -- Rate -- Latency -- Intensity or Magnitude -- Measurement of Behavior -- Frequency Recording/Event Recording -- Duration Recording -- Interval Recording -- Time Sampling -- Accuracy of Behavioral Observation and Measures -- Reactivity -- Observer Drift -- The Recording Procedure -- Location of the Observation -- Observer Expectancy -- Characteristics of Subjects, Observers, and Settings -- Personal Values and Bias -- Data Collection Aids -- Reliability of Observations -- Reliability of Frequency Counts -- Reliability of Duration and Latency Measures -- Reliability for Interval Recording and Time Sampling -- Recording Observations -- Permanent Product Recording -- Data Collection Forms -- Coding Systems -- Displaying Observational Data -- Line Graphs -- Cumulative Graphs -- Bar Graphs -- Baseline and Intervention Measures -- Summary -- Discussion Questions -- References -- ch. 7 Single-Subject Designs -- The Purpose of Single-Subject Designs -- Baseline and Intervention Conditions -- Types of Single-Subject Designs -- The A-B Design -- The A-B-A Design -- The A-B-A-B Design -- The Alternating Treatments Design -- The Changing Criterion Design -- Multiple-Baseline Designs -- Summary -- Discussion Questions -- References -- pt. 4 Strategies for Behavioral Assessment -- ch. 8 Formal Behavioral Assessment -- A Developmental Systems Approach to Behavioral Assessment -- Assessment for Intervention Planning: A Five-Step Model -- Step 1 Decide Whether a Problem Exists -- Step 2 Determine Whether Intervention is Warranted -- Summary -- Discussion Questions -- References -- ch. 9 Functional and Curriculum-Based Assessment -- Definition and Brief History of Functional Behavior Assessment -- Components of a Functional Behavior Assessment -- A Basic Understanding of Behavior -- Identify the Target Behavior -- Observe and Collect Baseline Data on the Target Behavior -- Identify the Setting Events or Antecedents of the Target Behavior -- Identify the Consequences Maintaining the Target Behavior -- Identify the Function or Purpose of the Target Behavior -- Identify Replacement Behaviors -- Curriculum-Based Assessment -- CBA: Definition and Brief History -- CBA: Appropriate for All Students -- A "No Fault" Approach -- Diverse Students and the Need for a Broad-Based Curriculum -- Curriculum Probes: The Primary Tool for CBA -- Developing Probes -- Examples of Probes -- Who Administers Probes? -- When are Probes Administered? -- Where Are Probes Administered? -- Recording Progress: Growth-Over-Time Charts -- Error Analysis -- The Value of Student Errors -- CBA and Classroom Behavior -- Behavior Problems as a Sign of Academic Problems -- Controlling Instructional Difficulty -- CBA and Exceptional Students -- Summary -- Discussion Questions -- References -- pt. 5 Strategies for Increasing Positive Behavioral Supports -- ch. 10 Positive Behavioral Supports: Reinforcement Strategies -- Reinforcement -- Definition -- Types of Reinforcers -- Identify High-Preferenced Reinforcers -- Establishing an Effective Reinforcement Program -- Establishing Clear and Consistent Expectations -- Teachers Must Set the Example -- The Delivery of Reinforcers -- Preventing Reinforcement Satiation -- Schedules of Reinforcement -- Ratio Reinforcement Schedules -- Interval Reinforcement Schedules -- Shaping and Chaining New Behaviors -- Shaping Behaviors -- Chaining Behaviors -- Token Economy Reinforcement Programs -- Characteristics of Tokens -- Establishing a Token Economy Program -- Contingency Contracting -- Advantages of Contracts -- Generalization -- Stimulus Generalization -- Response Generalization -- Promoting Generalization of Behavior Change -- Maintenance -- Promoting the Maintenance of Behavior Change -- Summary -- Discussion Questions -- References -- ch. 11 Cognitive Behavior Modification -- What is Cognitive Behavior Modification? -- The Origins of Cognitive Behavior Modification -- Trends in Behavioral Psychology -- Trends in Cognitive Psychology -- The Procedures of Cognitive Behavior Modification -- Self-Management Training -- Self-Instructional Training -- Definition -- Research Basis -- Research on Self-Instructional Training and Problem Behavior --
Contents note continued: Research on Self-Instructional Training and Academic Problems -- Application -- Problem-Solving Training -- Definition -- Theoretical Foundation and Research Base -- Application -- Anger Control Training -- Definition -- Theoretical Foundation and Research Base -- Application -- Alternate Response Training -- Definition -- Theoretical Foundation and Research Base -- Application -- Attribution Retraining -- Definition -- Theoretical Foundations and Research Base -- Application -- Development and Generalization of CBM Programs -- Summary -- Discussion Questions -- References -- pt. 6 Strategies for Decreasing Behavior -- ch. 12 Schoolwide Strategies for Positive Behavior Supports -- The Three-Tier Model and Behavior Management -- Schoolwide Positive Behavior Supports -- Guidelines for Tier One SWPBS -- Implementation of SWPBS -- Obstacles to Schoolwide Programs -- SWPBS Teams -- The SWPBS Team -- The Individual Student PBS Team -- Assessing SWPBS Fidelity -- Schoolwide Evaluation Tool (SET) -- Team Implementation Checklist (TIC) -- Implementation Phases Inventory (IPI) -- SWPBS for Classroom Teachers -- Classroom Organization -- Focus on Prevention -- Interrupt the Behavior Chain -- Remember the Fair Pair Rule -- Be Consistent -- Avoid Reinforcing Inappropriate Behavior -- Limit Consequences for Inappropriate Behavior -- Deal with Inappropriate Behavior Immediately -- Stop Shouting -- Putting It All Together -- Summary -- Discussion Questions -- References -- ch. 13 Individual Strategies for Positive Behavior Supports -- Behavioral Intervention Plans -- Differential Reinforcement Strategies -- Differential Reinforcement of Other Behaviors -- Differential Reinforcement of Alternative Behaviors -- Differential Reinforcement of Incompatible Behaviors -- Differential Reinforcement of Lower Rates of Behavior -- Differential Reinforcement of Higher Rates of Behavior -- Specific Behavior Reduction Strategies for Behavior Intervention Plans (BIP) -- Individual Social Skills Instruction -- Extinction -- Time-Out from Positive Reinforcement -- Response Cost -- Restitution, Restitution Overcorrection, and Positive Practice -- Medications -- Summary.

Subject(s):

ISBN:

9780137063208 (alk. paper)
0137063202 (alk. paper)

Bibliography Note:

Includes bibliographical references and index.

Source of Acquisition:

UP-PAT copy: Purchased with funds from the Donald, Arlene, Matthew, and Christopher, and Mary Mai Berchtold Libraries Endowment for Students with and Studies of Learning Disabilities; 2011.

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