Responding to problem behavior in schools: the behavior education program
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
Guilford Press
2010
|
| Ausgabe: | 2. ed. |
| Schriftenreihe: | The Guilford practical intervention in the schools series
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XIV, 242 S. Ill., graph. Darst. |
| ISBN: | 9781606236000 |
Internformat
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| 245 | 1 | 0 | |a Responding to problem behavior in schools |b the behavior education program |c Deanne A. Crone, Leanne S. Hawken, Robert H. Horner |
| 250 | |a 2. ed. | ||
| 264 | 1 | |a New York [u.a.] |b Guilford Press |c 2010 | |
| 300 | |a XIV, 242 S. |b Ill., graph. Darst. | ||
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| DE-BY-FWS_katkey | 451919 |
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| _version_ | 1806174118109773824 |
| adam_text | CONTENTS 1. INTRODUCTION TO THE BEHAVIOR EDUCATION PROGRAM WHAT IS THE
PURPOSE OF THE BOOK? 1 WHAT IS THE BEP? 2 HOW EFFICIENT AND
COST-EFFECTIVE IS THE BEP? 2 WHY ARE TIER II INTERVENTIONS LIKE THE BEP
ECESSARY? 3 WH ICH SCHOOLS SHOULD CONSIDER IMPLEMENTING THE BEP? 3 IF
MY SCHOOL IS ALREADY IMPLEMENTING A SYSTEM LIKE THE BEP FOR AT-RISK
STUDENTS, WILL I STILL BENEFIT FROM READING THIS BOOK? 4 ARE THERE
ADDITIONAL RESOURCES TO AID IMPLEMENTATION OF THE BEP IN MY SCHOOL? 4
2. THE CONTEXT FOR POSITIVE BEHAVIOR SUPPORT IN SCHOOLS COMMITMENT TO
PREVENTION OF PROBLEM BEHAVIOR 6 KEY FEATURES AND EXAMPLES OF
INTERVENTIONS AT THE TIER II LEVEL 7 ADVANTAGES OF THE BEP AS A TIER II
INTERVENTION 9 IS THERE RESEARCH THAT SUPPORTS THE FEASIBILITY AND
EFFECTIVENESS OF THE BEP? 10 RESOURCES 11 BUILDING TIER I (SEHOOLWIDE)
SYSTEMS OF BEHAVIOR SUPPORT 11 BUILDING TIER II SYSTEMS OF BEHAVIOR
SUPPORT 12 BUILDING TIER III SYSTEMS OF BEHAVIOR SUPPORT 12 3. THE BASIC
BEP: CRITICAL FEATURES AND PROCESSES DEFINING FEATURES OF THE BEP 14
BASED ON BEHAVIORAL PRINCIPLES 15 A BRIEF TOUR OF BEP ELEMENTS 15
ANTECEDENT FEATURES OF THE BEP 16 FOR WHOM IS THE BEP MOST APPROPRIATE?
17 IDENTIFYING STUDENTS FOR THE BEP 18 EXAMINING EXISTING STUDENT DATA
18 TEACHER OR PARENT REFERRAL 20 SYSTEMATIE SCREENINGFOR BEHAVIOR
PROBLEMS 20 HOW IS THE BEP INTERVENTION INTEGRATED INTO A SCHOOL S OTHER
IDENTIFICATION SYSTEMS FOR STUDENTS IN EED? 21 X 5 14 CONTENTS DECISION
PROCESS FOR BEP PLACEMENT 22 REFERRAL FORM 22 BEP PLACEMENT DECISION 22
GATHERING BASELINE DATA (MD SIGNING CONTRACTS 24 BEP IMPLEMENTATION 24
BASIC BEP CYCLES 24 DAILY FEATURES OF THE BASIC BEP 26 MIDDLE SCHOOL 26
ELEMENTARY SCHOOL 31 WEEKLY OR TWICE-MONTHLY FEATURES 34 SUMMARIZE DATA
34 PRIORITIZE STUDENTS 35 MAKE DATA-BASED DECISIONS 35 AWARD REINFORCERS
35 DISCUSS NEW CANDIDATES FOR THE BEP 36 ASSIGN TASKS 36 QUARTERLY
FEATURES 37 FEEDBACK TO TEACHERS (MD STAFF 37 TROUBLESHOOTING PROBLEMS
WITH IMPLEMENTATION OFTHE BEP 38 4. GETTING A BEP INTERVENTION STARTED
IS MY SCHOOL READY TO IMPLEMENT THE BEP? 39 HOW DO WE BUILD
SCHOOLWIDE COMMITMENT TO THE BEP INTERVENTION? 41 THE BEP DEVELOPMENT
AND IMPLEMENTATION GUIDE 41 PERSONNEL CONSIDERATIONS 42 LOCATION 42
REINFORCEMENT SYSTEM 42 REFERRAL SYSTEM 43 SYSTEM TO MANAGE DATA AND
FADE INTERVENTION 43 SYSTEM TO ADDRESS TRAINING NEEDS 43 BUDGET 46 FINAL
CONSIDERATIONS PRIOR TO BEP IMPLEMENTATION 47 5. ROLES,
RESPONSIBILITIES, AND TRAINING NEEDS RELATED TO IMPLEMENTING THE BEP
DEANNE A. CRONE, LEANNE S. HAWKEN, AND K. SANDRA MACLEOD BEP COORDINATOR
49 ROLES AND RESPONSIBILITIES 49 TRAINING 53 BEHAVIOR SUPPORT TEAM 59
RALES AND RESPONSIBILITIES 59 TRAINING 60 ADMINISTRATOR 60 ROLES AND
RESPONSIBILITIES 60 TEACHING STAFF 61 ROLES AND RESPONSIBILITIES 61
TRAINING 63 STUDENTS 67 RALES (MD RESPONSIBILITIES 67 TRAINING 68
PARENTS 69 ROLES AND RESPONSIBILITIES 69 TRAINING 69 XI 39 49 XII
CONTENTS 6. DESIGNING THE BEP TO FIT YOUR SCHOOL DESIGNING A DPR 71
DETERMINING EXPECTATIONS 71 DPR RATING SYSTEM 73 NONCLASSROOM SETTINGS
75 OTHER CONSIDERATIONS 77 SUMMARY 77 AMING THE BEP INTERVENTION AND THE
DPR 78 DEVELOPING AN EFFECTIVE REINFORCEMENT SYSTEM FOR THE BEP 79
RATIONALE 79 ASSESSING REIRIFORCER PREFERENCE 80 REIRIFORCERS FO1
CHECKING IN AND CHECKING OUT 82 REINFORCERS FO1 MEETING DAILY POINT
GOALS 83 WHO PROVIDES THE REINFORCEMENT? 85 REI1IFORCEMENT FOR TEACHERS
86 REI1IFORCER BUDGET 86 SUMMARY 87 7. MEASURING RESPONSE TO THE BEP
INTERVENTION AND FADING MEASURING FIDEJITY OFBEP IMPLEMENTATION 88
MEASURING RESPONSE TO THE BEP INTERVENTION 89 DA ILY PROGRESS REPORTS 89
OTHER DATA TO DOCWNENT RESPONSE TO THE BEP INTERVENTION 90 BEP
ACCEPTABILITY DATA 91 FADING STUDENTS FROM THE BEP INTERVENTION 92
DETERMINING THE APPROPRIATE TIME TO FADE A STUDENTFROM THE BEP 92 USING
SELF-MANAGEMENT TO FADE BEP SUPPORT 93 INCREASING SUCCESS IN FADING BEP
SUPPORT 94 GRADUATION AND ALTTMNI PARTIES 95 WHAT LF THE STUDENT WANTS
TO STAY ON THE BEP INTERVENTION? 96 FINAL CONSIDERATIONFOR FADING 97 71
88 8. THE MODIFIED BEP: ADAPTATIONS AND ELABORATIONS 98 WHEN DOES IT
MAKE SENSE TO USE A MODIFIED BEP? 98 USING FUNCTIONAL BEHAVIORAL
ASSESSMENT TO MODIFY THE BEP 99 BEHAVIOR MAINTAINED BY THE DESIRE TO
OBTAIN SOMETHING 100 ESCAPE-MAINTAINED BEHAVIOR 100 ACADEMIC-RELATED
PROBLEM BEHAVIOR 100 MODIFYING THE BEP TO FIT THE EEDS OF A WIDER
VARIETY OF STUDENTS 101 MODIFYING THE BEP FOL ADULT ATTENTION-MOTIVATED
BEHAVIOR 101 MODIFYING THE BEP FOR PEER ATTENTION-MOTIVATED BEHAVIOR 101
MODIFYING THE BEP FOR ESCAPE-MOTIVATED BEHAVIOR 102 BEP PLUS ACADEMIC
SUPPORTS 104 FUNCTIONAL BEHAVIORAL ASSESSMENT 105 SIMPLE FBA 105 CASE
EXAMPLE 105 BEP STUDENTS WITH AN INDIVIDUALIZED EDUCATION PLAN 114
COMMUNICATION BETWEEN THE BEP AND IEP TEAMS 123 CONTENTS XIII 9. HIGH
SCHOOLLMPLEMENTATION OF THE BEP 124 JESSICA SWAIN-BRADWAY AND ROBERT H.
HORNER RELEVANCE OF BEP PRINCIPLES FOR HIGH SCHOOL STUDENTS 125 BEP PLUS
ACADEMIC SUPPORTS: COHESIVE SUPPORT FOR HIGH SCHOOL STUDENTS 126
SCHOOLWIDE SUPPORTS, REFERRAL FOR BEP 126 SOCIAL SUPPORTS 127 ACADEMIC
SUPPORTS 127 HOME COMPONENT 128 STUDENT PARTICIPATION IN THE HIGH SCHOOL
BEP 128 TARGET POPULATION FOR THE HIGH SCHOOL BEP 129 THE HIGH SCHOOL
BEP MODEL 129 REFERRAL AND PLACEMENT 130 SO CI AL AND ACADEMIC SUPPORT:
COMBINED INTERVENTION 131 EVALUATION DATA FROM A HIGH SCHOOL IN THE
PACIFIC NORTHWEST 143 CONTEXTUAL MODIFICATIONS AND IMPLEMENTATION 143
FIDELITY EVALUATION 145 STUDENT OUTCOMES 146 SUMMARY 149 ACKNOWLEDGMENT
149 10. ADAPTING THE BEPFOR PRESCHOOLSETTINGS 150 SUSAN S. JOHNSTON AND
LEANNE S. HAWKEN WHY CONSIDER IMPLEMENTING THE BEP IN PRESCHOOL
SETTINGS? 150 MODIFICATIONS OF THE BEP FOR PRESCHOOL SETTINGS 151
PROGRAMWIDE VERSUS CLASSWIDE IMPLEMENTATION 152 BEP COORDINATOR AND TEAM
154 DESIGN OF DPR 155 FEEDBACK SESSIONS 156 SCREENING PRESCHOOL STUDENTS
FOR THE BEP 156 CASE EXAMPLE 157 11. CULTURAL CONSIDERATIONS AND
ADAPTATIONS FOR THE BEP 162 JOAN SCHUMANN AND JASON J. BURROW-SANCHEZ
CORE COMPONENTS OF CULTURAL COMPETENCE 162 KNOWING YOUR CULTURAL
BACKGROUND 163 KNOWING THE CULTURAL BACKGROUNDS OFYOUR STUDENTS 163
IMPLEMENTING CULTURALLY APPROPRIATE INTERVENTIONS 164 THE BEHAVIOR
SUPPORT TEAM: ACKNOWLEDGING OUR CULTURAL REPRESENTATION 165 WHAT ARE MY
VALUES? 168 WHERE DO MY VALUES COME FROM? 169 THE BEHAVIOR SUPPORT TEAM:
UNDERSTANDING THE CULTURAL BACKGROUNDS OF OUR STUDENTS 170 EXAMPLE 1:
MS. RAMIREZ 170 EXAMPLE 2: MR. FARRER 171 EXAMPLE 3: MRS. WONG 171
CULTURAL CONSIDERATIONS FOR BEP PREIMPLEMENTATION 172 THE BEP
COORDINATOR: AWARENESS OF CULTURAL COMPETENCY? 172 THE REFERRAL PROCESS
173 HOME-SCHOOL COMMUNICATION COMPONENT 173 REINFORCEMENT SYSTEM: IS IT
REINFORCINGFOR STUDENTS? 174 XIV CONTENTS CULTURAL CONSIDERATIONS FOR
BEP IMPLEMENTATION 175 CHECK-IN (MD CHECK-OUT 175 BEHAVIOR EXPECTATIONS
AND TEACHER FEEDBACK 176 DATA-BASED DECISION MAKING: HOW WILL WE KNOW LF
IT IS CULTURALLY APPROPRIATE? 177 TROUBLESHOOTING 179 CONCLUSION 180 12.
FREQUENTLY ASKED QUESTIONS AND TROUBLESHOOTING 181 THE BEP
IMPLEMENTATION WHAT IF A STUDENT DOES OT CHECK IN IN THE MORNING? 181
WHAT IF A STUDENT DOES NOT CHECK OUT IN THE AFTERNOON? 181 HOW DO
STUDENTS CHECK OUT AND STILL GET TO THE BUS ON TIME? 182 WH AT IF A
STUDENT IS CONSISTENTLY NOT CHECKING IN 01 CHECKING OUT? 182 WHAT IF
SEVERAL STUDENTS ARE OT CHECKING IN AND CHECKING OUT? 183 WHAT IF
STUDENTS WHO DO OT NEED THE BEP WANT TO BE ON IT IN ORDER TO EARN
REINFOJCERS AND RECEIVE ADULT ATTENTION? 184 SINCE THE BEP IS AN
INTERVENTION FOR STUDENTS AT RISK, SHOULD STUDENTS ALREADY IDENTINED AS
HAVING A DISABILITY BE INCLUDED IN THE INTERVENTION? 185 HOW MANY
STUDENTS CAN ONE BEP COORDINATOR SUPPORT? CAN THERE BE MORE THAN ONE BEP
COORDINATOR? 186 WH AT IF THE STUDENT LOSES HIS OR HER DPR? 186 WHAT
HAPPENS WHEN A STUDENT GETS AN ODR IN AN UNSTRUCTURED SETTING AND IT IS
NOT REAECTED ON THE DPR? 187 HOW DO CHECK-IN AND CHECK-OUT OCCUR WITH
MULTIPLE STUDENTS? HOW DOES EACH STUDENT GET ONE-ON-ONE ATTENTION? 187
WHAT IF STAFF ARE NOT IMPLEMENTING THE BEP CORRECTLY? 188 HOW DO WE KNOW
IFTEACHERS ARE GIVING CONSTRUCTIVE FEEDBACK AT APPROPRIATE TIMES? 189 WH
AT IF PARENTS 01 CAREGIVERS ARE NOT FOLLOWING THROUGH, 01 USE THE BEP
AS A PUNITIVE SYSTEM? 189 WHAT IF A STUDENT IS CONSISTENTLY
PARTICIPATING IN THE BEP, AND HIS 01 HER BEHAVIOR GETS WORSE? 190 FINAL
COMMENTS ON BEP IMPLEMENTATION 190 APPENDICES REFERENCES INDEX 193 236
240
|
| any_adam_object | 1 |
| author | Crone, Deanne A. Hawken, Leanne S. Horner, Robert H. |
| author_facet | Crone, Deanne A. Hawken, Leanne S. Horner, Robert H. |
| author_role | aut aut aut |
| author_sort | Crone, Deanne A. |
| author_variant | d a c da dac l s h ls lsh r h h rh rhh |
| building | Verbundindex |
| bvnumber | BV036119025 |
| callnumber-first | L - Education |
| callnumber-label | LB1060 |
| callnumber-raw | LB1060.2 |
| callnumber-search | LB1060.2 |
| callnumber-sort | LB 41060.2 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | CX 4500 DT 7300 |
| ctrlnum | (OCoLC)430839815 (DE-599)BVBBV036119025 |
| dewey-full | 370.15/3 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.15/3 |
| dewey-search | 370.15/3 |
| dewey-sort | 3370.15 13 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik Psychologie |
| edition | 2. ed. |
| format | Book |
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| geographic | USA |
| geographic_facet | USA |
| id | DE-604.BV036119025 |
| illustrated | Illustrated |
| indexdate | 2024-08-01T10:44:27Z |
| institution | BVB |
| isbn | 9781606236000 |
| language | English |
| lccn | 2009051564 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-019009049 |
| oclc_num | 430839815 |
| open_access_boolean | |
| owner | DE-29 DE-863 DE-BY-FWS |
| owner_facet | DE-29 DE-863 DE-BY-FWS |
| physical | XIV, 242 S. Ill., graph. Darst. |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Guilford Press |
| record_format | marc |
| series2 | The Guilford practical intervention in the schools series |
| spellingShingle | Crone, Deanne A. Hawken, Leanne S. Horner, Robert H. Responding to problem behavior in schools the behavior education program Erziehung Behavior modification United States School psychology United States Problem children Education United States Lehrer (DE-588)4035088-5 gnd Schüler (DE-588)4053369-4 gnd Verhaltensstörung (DE-588)4062872-3 gnd Verhaltensmodifikation (DE-588)4062871-1 gnd Kind (DE-588)4030550-8 gnd Schule (DE-588)4053474-1 gnd |
| subject_GND | (DE-588)4035088-5 (DE-588)4053369-4 (DE-588)4062872-3 (DE-588)4062871-1 (DE-588)4030550-8 (DE-588)4053474-1 |
| title | Responding to problem behavior in schools the behavior education program |
| title_auth | Responding to problem behavior in schools the behavior education program |
| title_exact_search | Responding to problem behavior in schools the behavior education program |
| title_full | Responding to problem behavior in schools the behavior education program Deanne A. Crone, Leanne S. Hawken, Robert H. Horner |
| title_fullStr | Responding to problem behavior in schools the behavior education program Deanne A. Crone, Leanne S. Hawken, Robert H. Horner |
| title_full_unstemmed | Responding to problem behavior in schools the behavior education program Deanne A. Crone, Leanne S. Hawken, Robert H. Horner |
| title_short | Responding to problem behavior in schools |
| title_sort | responding to problem behavior in schools the behavior education program |
| title_sub | the behavior education program |
| topic | Erziehung Behavior modification United States School psychology United States Problem children Education United States Lehrer (DE-588)4035088-5 gnd Schüler (DE-588)4053369-4 gnd Verhaltensstörung (DE-588)4062872-3 gnd Verhaltensmodifikation (DE-588)4062871-1 gnd Kind (DE-588)4030550-8 gnd Schule (DE-588)4053474-1 gnd |
| topic_facet | Erziehung Behavior modification United States School psychology United States Problem children Education United States Lehrer Schüler Verhaltensstörung Verhaltensmodifikation Kind Schule USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=019009049&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT cronedeannea respondingtoproblembehaviorinschoolsthebehavioreducationprogram AT hawkenleannes respondingtoproblembehaviorinschoolsthebehavioreducationprogram AT hornerroberth respondingtoproblembehaviorinschoolsthebehavioreducationprogram |
Inhaltsverzeichnis
THWS Würzburg Zentralbibliothek Lesesaal
| Signatur: |
1000 CX 4500 C947(2) |
|---|---|
| Exemplar 1 | ausleihbar für Studierende und Hausangehörige Checked out – Rückgabe bis: 31.12.2099 Vormerken |