Behavioral interventions in schools: a response-to-intervention guidebook
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
Routledge
2011
|
| Schriftenreihe: | School-based practice in action series
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XV, 272 S. 1 CD-ROM ; 12 cm |
| ISBN: | 9780415875844 9780415875851 |
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Datensatz im Suchindex
| _version_ | 1804141101230063616 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
SERIES EDITORS FOREWORD XIII
CHAPTER1 INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . 1
SUSAN S STORY . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
THE SCHOOL S PLAYGROUND. . . . . . . . . . . . . . . . . . . . 2
THE REACTION OF THE SCHOOL STAFF . . . . . . . . . . . . . 3
SCHOOL SAFETY AND FEDERAL LAW 4
ZERO-TOLERANCE POLICIES 4
LIMITATIONS TO PUNISHMENT-BASED DISCIPLINARY SYSTEMS ... . . . . . . . .
. . . . . . . . . . . 5
PROBLEMS WITH PUNISHMENT-BASED SYSTEMS 5 FAILURE TO PROMOTE DESIRABLE
BEHAVIOR 6 SUPPRESSION OF BEHAVIOR DOES NOT GENERALIZE TO OTHER SETTINGS
. . . . . . . . . . . . 6
PUNISHMENTS MAY ENCOURAGE STUDENTS TO BE AGGRESSIVE 6
PUNISHMENTS MAY CEASE TO BE PUNISHING . . . 7 SUSPENSIONS MAY REWARD
SOME STUDENTS AND DAMAGE COMMUNITIES . . . . . . 7
FEDERAL PUSH TOWARD POSITIVE BEHAVIORAL SUPPORTS 8
WHAT ARE POSITIVE BEHAVIORAL SUPPORTS? 8
HOW DOES RESPONSE TO INTERVENTION FIT? . . . . . . . 9
WHAT TO EXPECT FROM THIS BOOK . . . . . . . . . . . .. 10
THREE-TIER SERVICE DELIVERY . . . . . . . . . . . . . . . . 11
WHAT DID SUSAN S SCHOOL DO? . . . . . . . . . . . . . .. 15
SUMMARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
CHAPTER 2 BUILDING THE SCHOOL-BASED PROBLEM-SOLVING TEAM. . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . 17
INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . .. 17
CONCEPTS TO BE INTRODUCED 18
LINKS TO PREVIOUS DISCUSSIONS . . . . . . . . . . . . . . 18
PEOPLE NEEDED 19
WHAT ARE THE ROLES OF THE MEMBERS OF A PROBLEM-SOLVING TEAM? 19
V
IMAGE 2
WHAT ARE THE EXPEETATIONS OF THE
PROBLEM-SOLVING TEAM? 20
TASKS OF THE PROBLEM-SOLVING TEAM 21
FINAL THOUGHTS .. . . . . . . . . . . . . . . . . . . . . . . . . 21
CHAPTER 2 TASKS 22
CHAPTER 3 UNDERSTANDING POSITIVE BEHAVIOR SUPPORT 23
BEST PRAETIEES IN PBS 24
PSYEHOLOGIEAL PRINCIPLES UNDERLYING PBS 26 REINFOREEMENT 27
WHAT REWARDS CAN BE CONSIDERED? 28
DO REWARDS UNDERMINE INTRINSIC MOTIVATION? . . . . . . . . . . . . . . .
. . . . . . . . . . 29
METHODS FOR REWARDING STUDENTS . . . . . . . 29
EDUEATIONAL PRINCIPLES UNDERLYING PBS 30
PRINCIPLES OF PROGRAM EVALUATION UNDERLYING PBS 31
CONCLUSION 33
CHAPTER4 PREVENTING SEHOOLWIDE MISBEHAVIORS 35
INTRODUETION 35
CONEEPTS TO BE INTRODW:::ED 35
LINKS TO PREVIOUS DISEUSSIONS . . . . . . . . . . . . . . 35
FORM TO BE INTRODUEED 36
PEOPLE NEEDED 36
INFORMATION NEEDED . . . . . . . . . . . . . . . . . . . . . . 36
INTERVENTION PRINCIPLES IN MANAGING COMMON AREAS 37
DEFINING RULES AND EXPEETATIONS. . . . . . . . . . 38
PROEEDURES 39
PROEEDURE EXAMPLES 39
TEAEHING APPROPRIATE STUDENT BEHAVIORS 40 SEHOOLWIDE TRAINING AND
OVEREORREETION 40
ADULT INTERAETION WITH STUDENTS 42
PREEORREETION 42
AETIVE SUPERVISION 42
IDENTIFYING OTHER SOUREES OF PROBLEM BEHAVIOR 44
ADDITIONAL IDEAS 45
HALLWAYS 45
REEESS 46
IMAGE 3
CONTENTS VII
CAFETERIA 46
LESSON PLAN FOR SEHOOLWIDE TRAINING DAY 47
SEHOOLWIDE TRAINING DAY EXAMPLE 48
CONCLUSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
49
CHAPTER 4 TASKS . . . . . . . . . . . . . . . . . . . . . . . . . . 50
CHAPTER5 PREVENTING CLASSROOM MISBEHAVIORS 53
INTRODUETION 53
CONEEPTS TO BE INTRODUEED 53
LINKS TO OTHER CHAPTERS 53
FORM TO BE INTRODUEED 54
PRINCIPLES OF EFFEETIVE CLASSROOM MANAGEMENT. 54
CRITIEAL INFORMATION 56
RULE DEVELOPMENT AND EXPEETATIONS 56
WHAT ARE GOOD RULES? 57
EXAMPLE OF RULE INSTRUETION 58
DEVELOPING CLASSROOM PROEEDURES AND ROUTINES. . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . 58
NOTE ON PLANNING 61
ARRANGING STUDENT SEATING. . . . . . . . . . . . . . . 62
PROXIMITY 62
TIME IN 63
CHARAETERISTIES OF EFFEETIVE PRAISE 64
HOW TO PRAISE . . . . . . . . . . . . . . . . . . . . . . . 66
OPPORTUNITIES TO RESPOND 67
EXAMPLE OF OPPORTUNITIES TO RESPOND 68 PAEE OF INSTRUETION . . . . . . .
. . . . . . . . . . . . . . 68
EFFEETIVE REPRIMANDS . . . . . . . . . . . . . . . . . . . 69
CONCLUSION 70
CHAPTER 5 TASKS . . . . . . . . . . . . . . . . . . . . . . . . . . 71
CHAPTER6 IMPLEMENTING A SEHOOLWIDE TOKEN EEONOMY 73
INTRODUETION. . . . . . . . . . . . . . . . . . . . . . . . . . . .. 73
FORM TO BE INTRODUEED 75
MATERIALS NEEDED 75
PEOPLE NEEDED 75
CRITIEAL INFORMATION . . . . . . . . . . . . . . . . . . . . . . 76
SEHOOLWIDE REINFOREEMENT SURVEY . . . . . . . . 76
AEQUIRING REWARDS . . . . . . . . . . . . . . . . . . . . . 77
IMAGE 4
DISTRIBUTING TIEKETS . . . . . . . . . . . . . . . . . . . . 79
HOW MANY TIEKETS DO WE NEED? 81
RAFFLE 82
STORE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
83
CHAPTER 6 TASKS 84
CHAPTER7 CREATING PROEEDURES FOR OFFIEE DISCIPLINE REFERRALS 87
CONEEPT TO BE INTRODUEED 87
LINKS TO OTHER CHAPTERS 87
FORM TO BE INTRODUEED 88
CRITIEAL INFORMATION 88
MEETINGS .. . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
CREATING CATEGORIES FOR BEHAVIORS 89
DETERMINING APPROPRIATE CONSEQUENEES FOR BEHAVIORS 89
FAEULTY MEETING EXAMPLE 89
OFFIEE DISCIPLINE REFERRAL FORM 91
OTHER CONSIDERATIONS 91
CONCLUSION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
CHAPTER 7 TASKS . . . . . . . . . . . . . . . . . . . . . . . . . . 92
CHAPTER 8 IDENTIFYING SEHOOLWIDE PROBLEMS . . . . . . . . . . . 93
INTRODUETION 93
CONEEPTS TO BE INTRODUEED 94
LINKS TO OTHER CHAPTERS 94
FORMS TO BE INTRODUEED 94
INFORMATION NEEDED 94
PEOPLE NEEDED 95
CRITIEAL BAEKGROUND INFORMATION 95
NORMS FOR ODRS 95
GOOD DATA ANALYSIS 96
CRITIEAL INFORMATION 96
PROBLEM-SOLVING PROEESS STEPS 97
STEP 1: PROBLEM IDENTIFIEATION AND VERIFIEATION . . . . . . . . . . . .
. . . . . . . . . . . . . 97
STEP 2: PLAN DESIGN AND IMPLEMENTATION 100
STEP 3: INTERVENTION EVALUATION 100
STEP 4: PROEESS REVIEW . . . . . . . . . . . . . . . 101
IMAGE 5
CONTENTS IX
EXAMPLE 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 101
PROBLEM IDENTIFIEATION .... . . . . . . . . . . . . . 101
INTERVENTION PLANNING . . . . . . . . . . . . . .. 102
EVALUATION . . . . . . . . . . . . . . . . . . . . . . . . . 102
EXAMPLE 2 102
CONCLUSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
CHAPTER 8 TASKS . . . . . . . . . . . . . . . . . . . . . . . . . 108
CHAPTER9 IDENTIFYING CLASSWIDE PROBLEMS 111
INTRODUETION 111
FORMS TO BE INTRODUEED 111
CRITIEAL INFORMATION 111
COMMON INDIEATORS OF EFFEETIVE CLASSROOM MANAGEMENT. 113
INITIAL PROEEDURES 113
IDENTIFYING CLASSROOMS IN NEED OF SUPPORT 113
DIREETIONS FOR COMPLETING CLASSROOM OBSERVATION FORM 114
INTERVENING WITH CLASSROOMS IN NEED . . . . . .. 116
PROEEDURES 117
ADDITIONALLNTERVENTIONS 117
GROUP CONTINGENCIES. . . . . . . . . . . . . . . . . .. 118
GOOD BEHAVIOR GAME 119
CLASSROOM POINTS SYSTEM 120
CONCLUSION 120
CHAPTER10 IDENTIFYING STUDENTS FOR TIER II INTERVENTIONS 121
INTRODUETION 121
FORM TO BE INTRODUEED 121
INFORMATION NEEDED AT BEGINNING OF SEHOOL YEAR . . . . . . . . . . . . .
. . . . . . . . . . . . . .. 121
CRITIEAL INFORMATION 122
FINDING STUDENTS CURRENTLY IN NEED 123
PREEMPTIVE IDENTIFIEATION OF STUDENTS NEEDING TIER II INTERVENTION 124
INITIAL PROEEDURES 125
PEOPLE NEEDED AT BEGINNING OF SEHOOL YEAR 125 INFORMATION NEEDED 125
SEEONDARY PROEEDURES 125
CONCLUSION 126
IMAGE 6
CHAPTER11 PROVIDING INTERVENTIONS FOR STUDENTS IN
TIER II 127
INTRODUCTION 127
CONCEPTS TO BE INTRODUCED 128
FORMS TO BE INTRODUCED 128
PROCEDURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
IDENTIFYING NEEDS OF A STUDENT. 129
TIER II INTERVENTIONS 129
BEHAVIORAL CONTRACT PROCEDURE . . . . . . . . . . 129
BEHAVIORAL CONTRACT (SAMPLE) 131
PROCEDURES FOR THE SELF-MONITORING PROCESS 132
EXAMPLE OF SELF-MONITORING INTERVENTION 134
PROCEDURES FOR CORRECTIVE TEACHING SEQUENCE . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 134
EXAMPLE OF CORRECTIVE TEACHING SEQUENCE (CTS) . . . . . . . . . . . . .
. . . . . . .. 135
PROCEDURES FOR DAILY BEHAVIOR REPORT CARD 136
PROCESS. . . . . . . . . . . . . . . . . . . . . . . . . . .. 137
EXAMPLES OF REPORT CARD GOALS 138
COMPLETE WORK 138
PROCEDURES FOR CHECK-IN AND CHECK-OUT 138 STEP 1: DAILY CHECK-IN 139
STEP 2: DAILY CHECK-OUT 139
EXAMPLE OF A MIDDLE SCHOOL CHECK-IN AND CHECK-OUT SYSTEM 140
SECONDARY PROCEDURE . . . . . . . . . . . . . . . . . . .. 141
INTEGRITY CHECKS 141
DETERMINING INTERVENTION EFFECTIVENESS 143 CONCLUSION 144
CHAPTER12 UNDERSTANDING THE FUNCTION OF BEHAVIOR 145
INTRODUCTION 145
CONCEPTS TO BE INTRODUCED . . . . . . . . . . . . . . .. 145
LINKS TO PREVIOUS DISCUSSIONS . . . . . . . . . . . .. 145
FORMS TO BE INTRODUCED 146
MATERIALS NEEDED 146
PEOPLE NEEDED 146
INFORMATION NEEDED: UNDERSTANDING FBA , 146 ANTECEDENTS , 147
IMAGE 7
CONTENTS XI
BEHAVIOR. . . . . . . . . . . . . . . . . . . . . . . . . . . .. 148
CONSEQUENCES . . . . . . . . . . . . . . . . . . . . . . .. 149
POSITIVE REINFORCEMENT 150
NEGATIVE REINFORCEMENT 150
POSITIVE PUNISHMENT. 150
NEGATIVE PUNISHMENT . . . . . . . . . . . . . . .. 151
IDENTIFYING PROBLEM BEHAVIORS, ANTECEDENTS, AND CONSEQUENCES . . . . . .
. .. 151
INDIRECT ASSESSMENT . . . . . . . . . . . . . . . .. 151
DIRECT ASSESSMENT . . . . . . . . . . . . . . . . . . 154
HYPOTHESIS TESTING . . . . . . . . . . . . . . . . . . . . 156
FUNCTIONAL ANALYSIS (FBAN) 157
SETTING ANALYSIS 157
CONCLUSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
CHAPTER13 PROVIDING TIER III BEHAVIORAL INTERVENTIONS .... 159
INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
FORMS TO BE INTRODUCED 160
MATERIALS NEEDED 160
INFORMATION NEEDED 160
GENERAL GUIDELINES FOR INTERVENING WITH STUDENTS DISPLAYING BEHAVIOR
PROBLEMS 160
HIGHLY STRUCTURED TEACHING ENVIRONMENT . . . . . . . . . . . . . . . . .
. . . . .. 160
CLEAR EXPECTATIONS AND DIRECTIVES ..... 160 PLANNED TRANSITIONS AND
LIMITED DOWNTIME . . . . . . . . . . . . . . . . . . . . . .. 161
PATIENT TEACHERS . . . . . . . . . . . . . . . . . . .. 161
DELAYED CONSEQUENCES . . . . . . . . . . . . . .. 161
REGULAR AND FREQUENT REINFORCEMENTS ... 162 PRINCIPLES FOR FUNCTIONALLY
BASED INTERVENTIONS . . . . . . . . . . . . . . . . . . . . . . . .. 162
MANAGING BEHAVIORS DESIGNED TO ELICIT ADULT ATTENTION 163
MANAGING BEHAVIORS DESIGNED TO ELICIT PEER ATTENTION 163
MANAGING BEHAVIORS DESIGNED TO ELICIT ACCESS TO A PREFERRED ITEM OR
ACTIVITY 164
MANAGING BEHAVIORS DESIGNED TO AVOID AN UNDESIRABLE ACTIVITY 165
IMAGE 8
INITIAL PROCEDURES FOR CREATING BEHAVIORAL
PLANS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
165
FOLLOW-UP PROCEDURES 166
BEHAVIOR PLAN EXAMPLE 1: JOEY 166
BEHAVIOR PLAN EXAMPLE 2: MOLLY 175
REFERENCES 181
CD CONTENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . 197
FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
197
INTERVENTION COACH CARDS . . . . . . . . . . . . . . . . . 197
APPENDIX A: FORMS 199
APPENDIX B: INTERVENTION COACH CARDS 237
APPENDIX C: EXCEL SPREADSHEET. 247
APPENDIX D: WAYS TO REWARD KIDS 257
APPENDIX E: TOPICS OFIN-SERVICES 261
INDEX 263
|
| any_adam_object | 1 |
| building | Verbundindex |
| bvnumber | BV036058643 |
| classification_rvk | DT 7300 |
| ctrlnum | (OCoLC)463636657 (DE-599)BVBBV036058643 |
| dewey-full | 371.93 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.93 |
| dewey-search | 371.93 |
| dewey-sort | 3371.93 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Book |
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| id | DE-604.BV036058643 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-09T22:10:31Z |
| institution | BVB |
| isbn | 9780415875844 9780415875851 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-018950180 |
| oclc_num | 463636657 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XV, 272 S. 1 CD-ROM ; 12 cm |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Routledge |
| record_format | marc |
| series2 | School-based practice in action series |
| spelling | Behavioral interventions in schools a response-to-intervention guidebook David Hulac ... [et al.] New York [u.a.] Routledge 2011 XV, 272 S. 1 CD-ROM ; 12 cm txt rdacontent n rdamedia nc rdacarrier School-based practice in action series Problem children / Education Problem children / Behavior modification Erziehung Problem children Behavior modification Problem children Education Verhaltensstörung (DE-588)4062872-3 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Verhaltensmodifikation (DE-588)4062871-1 gnd rswk-swf Schüler (DE-588)4053369-4 s Verhaltensstörung (DE-588)4062872-3 s Verhaltensmodifikation (DE-588)4062871-1 s DE-604 Hulac, David Sonstige oth Inhaltsverzeichnis application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018950180&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Behavioral interventions in schools a response-to-intervention guidebook Problem children / Education Problem children / Behavior modification Erziehung Problem children Behavior modification Problem children Education Verhaltensstörung (DE-588)4062872-3 gnd Schüler (DE-588)4053369-4 gnd Verhaltensmodifikation (DE-588)4062871-1 gnd |
| subject_GND | (DE-588)4062872-3 (DE-588)4053369-4 (DE-588)4062871-1 |
| title | Behavioral interventions in schools a response-to-intervention guidebook |
| title_auth | Behavioral interventions in schools a response-to-intervention guidebook |
| title_exact_search | Behavioral interventions in schools a response-to-intervention guidebook |
| title_full | Behavioral interventions in schools a response-to-intervention guidebook David Hulac ... [et al.] |
| title_fullStr | Behavioral interventions in schools a response-to-intervention guidebook David Hulac ... [et al.] |
| title_full_unstemmed | Behavioral interventions in schools a response-to-intervention guidebook David Hulac ... [et al.] |
| title_short | Behavioral interventions in schools |
| title_sort | behavioral interventions in schools a response to intervention guidebook |
| title_sub | a response-to-intervention guidebook |
| topic | Problem children / Education Problem children / Behavior modification Erziehung Problem children Behavior modification Problem children Education Verhaltensstörung (DE-588)4062872-3 gnd Schüler (DE-588)4053369-4 gnd Verhaltensmodifikation (DE-588)4062871-1 gnd |
| topic_facet | Problem children / Education Problem children / Behavior modification Erziehung Problem children Behavior modification Problem children Education Verhaltensstörung Schüler Verhaltensmodifikation |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018950180&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT hulacdavid behavioralinterventionsinschoolsaresponsetointerventionguidebook |