Verfügbarkeit: Challenging behavior in elementary and middle school

Challenging behavior in elementary and middle school:

Gespeichert in:

Bibliographische Detailangaben
Hauptverfasser:	Kaiser, Barbara (VerfasserIn), Rasminsky, Judy Sklar (VerfasserIn)
Format:	Buch
Sprache:	English
Veröffentlicht:	Upper Saddle River [u.a.] Pearson 2009
Schlagworte:	Behavior modification School children > Psychology Middle school students > Psychology Classroom management Verhaltensmodifikation Lehrer Schüler
Online-Zugang:	Inhaltsverzeichnis
Beschreibung:	Includes bibliographical references and index
Beschreibung:	XIV, 370 S. Ill., graph. Darst.
ISBN:	9780205460991 0205460992

Internformat

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adam_text	Contents Acknowledgments xiii Introduction 1 What Is Challenging Behavior? 9 is challenging behavior ever appropriate? 11 What happens to students with more serious behavior problems? 11 Does challenging behavior always develop the same way? 13 What do the theorists say about aggression and antisocial behavior? 14 Does culture play a role in aggressive behavior? 17 What do you think? 19 Suggested readings 19 Risk Factors 20 What causes challenging behavior? 22 Biological Risk Factors 22 Genes 23 Gender 23 Temperament 23 Complications oj pregnancy and birth 26 Problems with brain function 28 Emotional and behavior disorders 32 Environmental Risk Factors 32 Family factors and parenting style 32 Peer influences 34 School 35 Poverty and the conditions surrounding it 37 V vi ______ Exposure to violence 39 Contents Violmt media 40 Turbulent times 42 Understanding risk 43 What do you think? 43 What would you do? 44 Suggested readings 45 Protective Factors 46 The first wave: What qualities help a child bounce back? 47 The second wave: How do protective factors work? 51 The third wave: Integrating biology and intervention 54 What do you think? 55 Suggested readings 56 ■■ill«·! Behavior and the Brain 57 Early Experience and the Brain 58 How does the brain develop? 58 How does experience affect brain development? 59 Are there any critical periods in the social and emotional realm? 60 How does early experience affect the stress system? 61 What role do genes play? 61 The Adolescent Brain 62 How does puberty affect the brain? 62 What about cognitive development? 63 What happens when emotion and cognition are out of sync? 65 Aggression and the Adult Brain 66 Which parts of the brain are involved in aggressive behavior? 66 What does all this mean? 66 What do you think? 67 Suggested readings 67 Relationship, Relationship, Relationship 68 The caring connection 68 Understanding Yourself 69 Who are you? said the caterpillar 69 What influences the way you relate to a child with ______ vii challenging behavior? 70 Contents What is self-reflection? 71 How do you reflect? 72 When do you reflect? 73 Are there any techniques to help you reflect? 75 Understanding the Child 76 What is the role of attachment? 76 How does attachment affect behavior? 77 How does temperament influence attachment? 79 What happens to attachment as children grow older? 79 Establishing a Relationship with the Child 80 How does a close relationship with a teacher protect a child? 80 How can you develop a positive relationship with a child with challenging behavior? 83 Back to the beginning 87 Establishing a Relationship with the Family 88 What keeps teachers and families apart? 88 Getting to know you 89 What about parent-teacher night? 91 Should teachers visit families at home? 91 The next step 93 What do you think? 93 What would you do? 94 Suggested readings 94 Opening the Culture Door 95 What Is Culture? 96 What does culture have to do with identity? 96 Are cultures really so different? 96 The melting pot and the salad bowl 98 When Home Culture Meets School Culture Ί 01 The culture of school 102 How does culture influence behavior? 105 How can you make your teaching more culturally responsive? 107 Some Cultural Characteristics 113 Does each culture have its own special characteristics? 113 Why all this matters 120 What do you think? 121 What would you do? 121 Suggested readings 121 штшішш^^ші^шшішяшяяштЕїЕштіЕШЕШШЕЕЕШШкшЕйЕйт Preventing Challenging Behavior: The Social Context 122 How does prevention work? 123 We re all the same, yet we re all different 123 Creating the Social Context 125 What kind of social context f osters prosocial behavior and discourages aggressive behavior? 125 What is the teacher s role in the social context? 126 Why should we include children with challenging behaviors? 127 How can you create a caring, cooperative, and inclusive community? 128 Teaching Social and Emotional Skills 134 How do children learn social and emotional skills? 135 How do you teach social and emotional skills? 136 What skills do children need to learn? 137 What do you think? 149 What would you do? 149 Suggested readings and resources 149 Preventing Challenging Behavior: Physical Space, Classroom Management, and Teaching Strategies 150 The Physical Space 150 Where will they sit? 151 Where does the teacher belong? 152 Other spaces 153 Deck the walls 154 Taking responsibility in the classroom 155 Classroom Management 155 Providing a daily schedule 155 Using procedures 156 Managing the group 158 Teaching Strategies 160 Differentiated instruction 161 Sharing responsibility and providing choice 163 A compendium of teaching strategies 165 Homework or not? 170 When Circumstances Change 172 Providing reassurance 172 Talking about feelings 173 Routines and activities 173 Maintaining the social context 174 Connecting with colleagues and parents 174 ______ix Taking care of yourself 175 Contents What do you think? 176 What would you do? 176 Suggested readings Ί 76 ІііІІ^ИіИІІі^їІШіЯііИІІИііЯІІИІІЯ Guidance and Other Discipline Strategies 177 How do strategies differ? 177 What makes a strategy work? 178 What is developmental discipline? 181 How does Teacher Effectiveness Training work? 184 How useful is positive reinforcement? 186 What about natural and logical consequences? 190 Time-out, punishment, and time-away 191 How does culture influence guidance? 195 What do you think? 196 What would you do? 196 Suggested readings 197 The WEVAS Strategy 198 The competent state and calibration 200 The anxious state 200 The agitated state 203 The aggressive state 210 The assaultive state 214 The open state 216 What do you think? 219 What would you do? 219 Suggested readings and resources 219 Functional Assessment and Positive Behavior Support 221 Performing a Functional Assessment 222 When is it appropriate to use functional assessment and positive behavior support? 222 How do y ou figure out the function of a behavior? 224 χ ______ What functions can behavior serve? 227 Contents What about appropriate behavior? 227 Working as a team 227 How do you get the information you need for a functional assessment? 228 How do you develop a hypothesis ? 232 Creating a Positive Behavior Support Plan 233 How do you develop a positive behavior support plan? 233 How does the plan look? 237 How do you evaluate the plan? 238 What do you think? 240 What would you do? 240 Suggested readings and resources 240 The Inclusive Classroom 241 About Inclusion 241 Why is inclusion important? 242 How does IDEA work? 243 What s happening on the front lines? 244 How is a child who needs special education identified? 244 Does IDEA include all disabilities? 246 Can an IEP address behavior? 247 Who is responsible for implementing an IEP? 247 Preventing and Addressing Challenging Behavior in Children with Disabilities 247 Does a student s disability play a role in challenging behavior? 248 Who can help? 249 How can an inclusive social context prevent challenging behavior? 252 How can you organize the physical space to prevent challenging behavior? 255 How can classroom routines and teaching strategies prevent challenging behavior? 255 How can you respond effectively to challenging behavior? 260 Additions to the toolbox 262 What do you think? 262 What would you do? 263 Suggested readings and resources 263 vi ---------------------------------------- ţ . τ Contents Working with Families and Other Experts 264 Preparing to Meet the Family 264 How do families react to news of challenging behavior? 265 How do you feel? 267 How can colleagues help? 268 Meeting with the Family 269 How do you arrange a meeting? 269 What should happen in a meeting with the family? 271 How do you close a meeting? 275 What if you and the family disagree? 275 Working with Other Experts 276 What about getting additional expert advice? 276 What do you think? 278 What would you do? 278 Suggested readings 279 Bullying 280 What Is Bullying? 280 How common is bullying? 283 Who are the students who bully others? 283 Who are the targets of bullying? 285 Who are the bystanders? 288 How Can Teachers Reduce and Prevent Bullying? 291 The whole-school approach 291 Working in your own classroom 292 What helps students cope with bullying? 295 Responding to Bullying 297 What does the law say? 297 How do you respond to bullying? 298 What if you don t see the bullying? 299 What do you say to students involved in bullying? 299 Working with the parents of students involved in bullying 303 What do you think? 306 What would you do? 306 Suggested readings and resources 306 *Ц Appendix A: The A-B-C Chart 307 Contents Andrew s A-B-C Chart 307 A-B-C Chart 310 Appendix B: The Functional Assessment Observation Form 311 Understanding the Functional Assessment 311 Using the Functional Assessment Observation Form 312 Andrew s Functional Assessment Observation Form 313 Functional Assessment Observation Form 314 Appendix C: Converting an A-B-C Chart into a Functional Assessment Observation Form 315 Monday, November 19,2007 315 Tuesday, November 20, 2007 316 References 319 Index 363
adam_txt	Contents Acknowledgments xiii Introduction 1 What Is Challenging Behavior? 9 is challenging behavior ever appropriate? 11 What happens to students with more serious behavior problems? 11 Does challenging behavior always develop the same way? 13 What do the theorists say about aggression and antisocial behavior? 14 Does culture play a role in aggressive behavior? 17 What do you think? 19 Suggested readings 19 Risk Factors 20 What causes challenging behavior? 22 Biological Risk Factors 22 Genes 23 Gender 23 Temperament 23 Complications oj pregnancy and birth 26 Problems with brain function 28 Emotional and behavior disorders 32 Environmental Risk Factors 32 Family factors and parenting style 32 Peer influences 34 School 35 Poverty and the conditions surrounding it 37 V vi _ Exposure to violence 39 Contents Violmt media 40 Turbulent times 42 Understanding risk 43 What do you think? 43 What would you do? 44 Suggested readings 45 Protective Factors 46 The first wave: What qualities help a child bounce back? 47 The second wave: How do protective factors work? 51 The third wave: Integrating biology and intervention 54 What do you think? 55 Suggested readings 56 ■■ill«·! Behavior and the Brain 57 Early Experience and the Brain 58 How does the brain develop? 58 How does experience affect brain development? 59 Are there any critical periods in the social and emotional realm? 60 How does early experience affect the stress system? 61 What role do genes play? 61 The Adolescent Brain 62 How does puberty affect the brain? 62 What about cognitive development? 63 What happens when emotion and cognition are out of sync? 65 Aggression and the Adult Brain 66 Which parts of the brain are involved in aggressive behavior? 66 What does all this mean? 66 What do you think? 67 Suggested readings 67 Relationship, Relationship, Relationship 68 The caring connection 68 Understanding Yourself 69 "Who are you?" said the caterpillar 69 What influences the way you relate to a child with _ vii challenging behavior? 70 Contents What is self-reflection? 71 How do you reflect? 72 When do you reflect? 73 Are there any techniques to help you reflect? 75 Understanding the Child 76 What is the role of attachment? 76 How does attachment affect behavior? 77 How does temperament influence attachment? 79 What happens to attachment as children grow older? 79 Establishing a Relationship with the Child 80 How does a close relationship with a teacher protect a child? 80 How can you develop a positive relationship with a child with challenging behavior? 83 Back to the beginning 87 Establishing a Relationship with the Family 88 What keeps teachers and families apart? 88 Getting to know you 89 What about parent-teacher night? 91 Should teachers visit families at home? 91 The next step 93 What do you think? 93 What would you do? 94 Suggested readings 94 Opening the Culture Door 95 What Is Culture? 96 What does culture have to do with identity? 96 Are cultures really so different? 96 The melting pot and the salad bowl 98 When Home Culture Meets School Culture Ί 01 The culture of school 102 How does culture influence behavior? 105 How can you make your teaching more culturally responsive? 107 Some Cultural Characteristics 113 Does each culture have its own special characteristics? 113 Why all this matters 120 What do you think? 121 What would you do? 121 Suggested readings 121 штшішш^^ші^шшішяшяяштЕїЕштіЕШЕШШЕЕЕШШкшЕйЕйт Preventing Challenging Behavior: The Social Context 122 How does prevention work? 123 We're all the same, yet we're all different 123 Creating the Social Context 125 What kind of social context f osters prosocial behavior and discourages aggressive behavior? 125 What is the teacher's role in the social context? 126 Why should we include children with challenging behaviors? 127 How can you create a caring, cooperative, and inclusive community? 128 Teaching Social and Emotional Skills 134 How do children learn social and emotional skills? 135 How do you teach social and emotional skills? 136 What skills do children need to learn? 137 What do you think? 149 What would you do? 149 Suggested readings and resources 149 Preventing Challenging Behavior: Physical Space, Classroom Management, and Teaching Strategies 150 The Physical Space 150 Where will they sit? 151 Where does the teacher belong? 152 Other spaces 153 Deck the walls 154 Taking responsibility in the classroom 155 Classroom Management 155 Providing a daily schedule 155 Using procedures 156 Managing the group 158 Teaching Strategies 160 Differentiated instruction 161 Sharing responsibility and providing choice 163 A compendium of teaching strategies 165 Homework or not? 170 When Circumstances Change 172 Providing reassurance 172 Talking about feelings 173 Routines and activities 173 Maintaining the social context 174 Connecting with colleagues and parents 174 _ix Taking care of yourself 175 Contents What do you think? 176 What would you do? 176 Suggested readings Ί 76 ІііІІ^ИіИІІі^їІШіЯііИІІИііЯІІИІІЯ Guidance and Other Discipline Strategies 177 How do strategies differ? 177 What makes a strategy work? 178 What is developmental discipline? 181 How does Teacher Effectiveness Training work? 184 How useful is positive reinforcement? 186 What about natural and logical consequences? 190 Time-out, punishment, and time-away 191 How does culture influence guidance? 195 What do you think? 196 What would you do? 196 Suggested readings 197 The WEVAS Strategy 198 The competent state and calibration 200 The anxious state 200 The agitated state 203 The aggressive state 210 The assaultive state 214 The open state 216 What do you think? 219 What would you do? 219 Suggested readings and resources 219 Functional Assessment and Positive Behavior Support 221 Performing a Functional Assessment 222 When is it appropriate to use functional assessment and positive behavior support? 222 How do y ou figure out the function of a behavior? 224 χ _ What functions can behavior serve? 227 Contents What about appropriate behavior? 227 Working as a team 227 How do you get the information you need for a functional assessment? 228 How do you develop a hypothesis ? 232 Creating a Positive Behavior Support Plan 233 How do you develop a positive behavior support plan? 233 How does the plan look? 237 How do you evaluate the plan? 238 What do you think? 240 What would you do? 240 Suggested readings and resources 240 The Inclusive Classroom 241 About Inclusion 241 Why is inclusion important? 242 How does IDEA work? 243 What's happening on the front lines? 244 How is a child who needs special education identified? 244 Does IDEA include all disabilities? 246 Can an IEP address behavior? 247 Who is responsible for implementing an IEP? 247 Preventing and Addressing Challenging Behavior in Children with Disabilities 247 Does a student's disability play a role in challenging behavior? 248 Who can help? 249 How can an inclusive social context prevent challenging behavior? 252 How can you organize the physical space to prevent challenging behavior? 255 How can classroom routines and teaching strategies prevent challenging behavior? 255 How can you respond effectively to challenging behavior? 260 Additions to the toolbox 262 What do you think? 262 What would you do? 263 Suggested readings and resources 263 vi ---------------------------------------- ţ . τ Contents Working with Families and Other Experts 264 Preparing to Meet the Family 264 How do families react to news of challenging behavior? 265 How do you feel? 267 How can colleagues help? 268 Meeting with the Family 269 How do you arrange a meeting? 269 What should happen in a meeting with the family? 271 How do you close a meeting? 275 What if you and the family disagree? 275 Working with Other Experts 276 What about getting additional expert advice? 276 What do you think? 278 What would you do? 278 Suggested readings 279 Bullying 280 What Is Bullying? 280 How common is bullying? 283 Who are the students who bully others? 283 Who are the targets of bullying? 285 Who are the bystanders? 288 How Can Teachers Reduce and Prevent Bullying? 291 The whole-school approach 291 Working in your own classroom 292 What helps students cope with bullying? 295 Responding to Bullying 297 What does the law say? 297 How do you respond to bullying? 298 What if you don't see the bullying? 299 What do you say to students involved in bullying? 299 Working with the parents of students involved in bullying 303 What do you think? 306 What would you do? 306 Suggested readings and resources 306 *Ц Appendix A: The A-B-C Chart 307 Contents Andrew's A-B-C Chart 307 A-B-C Chart 310 Appendix B: The Functional Assessment Observation Form 311 Understanding the Functional Assessment 311 Using the Functional Assessment Observation Form 312 Andrew's Functional Assessment Observation Form 313 Functional Assessment Observation Form 314 Appendix C: Converting an A-B-C Chart into a Functional Assessment Observation Form 315 Monday, November 19,2007 315 Tuesday, November 20, 2007 316 References 319 Index 363
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title	Challenging behavior in elementary and middle school
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title_exact_search_txtP	Challenging behavior in elementary and middle school
title_full	Challenging behavior in elementary and middle school Barbara Kaiser and Judy Sklar Rasminsky
title_fullStr	Challenging behavior in elementary and middle school Barbara Kaiser and Judy Sklar Rasminsky
title_full_unstemmed	Challenging behavior in elementary and middle school Barbara Kaiser and Judy Sklar Rasminsky
title_short	Challenging behavior in elementary and middle school
title_sort	challenging behavior in elementary and middle school
topic	Behavior modification School children Psychology Middle school students Psychology Classroom management Verhaltensmodifikation (DE-588)4062871-1 gnd Lehrer (DE-588)4035088-5 gnd Schüler (DE-588)4053369-4 gnd
topic_facet	Behavior modification School children Psychology Middle school students Psychology Classroom management Verhaltensmodifikation Lehrer Schüler
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016665789&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT kaiserbarbara challengingbehaviorinelementaryandmiddleschool AT rasminskyjudysklar challengingbehaviorinelementaryandmiddleschool

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