Managing classroom behavior using positive behavior supports:
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2012
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XIII, 280 S. graph. Darst. |
| ISBN: | 9780205498345 0205498345 |
Internformat
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| 100 | 1 | |a Scott, Terrance M. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Managing classroom behavior using positive behavior supports |c Terrance M. Scott, Cynthia M. Anderson, Peter Alter |
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2012 | |
| 300 | |a XIII, 280 S. |b graph. Darst. | ||
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| 500 | |a Includes bibliographical references and index | ||
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| 650 | 4 | |a Behavior modification | |
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Datensatz im Suchindex
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|---|---|
| adam_text | IMAGE 1
CHAPTER 1
CHAPTER 2
CHAPTER 3
CHAPTER 4
CHAPTER 5
CHAPTER 6
CHAPTER 7
CHAPTER 8
CHAPTER 9
CHAPTER 10
CHAPTER 11
CHAPTER 12
CHAPTER 13
CHAPTER 14
BRIEFCONTENTS
INTRODUCTION TO A PREVENTION-FOCUSED MODEL OF BEHAVIORSUPPORT
UNDERSTANDINGBEHAVIOR 14
OVERVIEWOF A FUNCTIONALAPPROACHTO INTERVENTION 29 MEASURINGBEHAVIORIN
THE SCHOOL 43
USINGDATA TO MAKE INSTRUCTIONAL DECISIONS 64
A FUNCTION-BASEDPERSPECTIVEOF C1ASSROOM MANAGEMENT 85
EFFECTIVEINSTRUCTION FOR BEHAVIOR 120
ANTECEDENT INTERVENTIONSIN THE C1ASSROOM 134
USINGCONSEQUENCES TO ENCOURAGESTUDENTBEHAVIORIN THE CLASSROOM 157
DESIGNINGINDIVIDUALIZED INSTRUCTIONAL STRATEGIES 176
CREATING ENVIRONMENTSTHAT PREDICTINDIVIDUAL STUDENTSUCCESS 198
STRATEGIESFOR RESPONDINGTO INDIVIDUAL SUCCESS:REINFORCEMENT 216
STRATEGIESFOR RESPONDINGTO INDIVIDUAL MISBEHAVIOR:PUNISHMENTISSUES 232
BEHAVIORSUPPORT PLANS 250
NAME INDEX 271
SUBECT INDEX 275
IMAGE 2
CONTENTS
CHAPTER 1 INTRODUCTION TO A PREVENTION-FOCUSED MODEL OF BEHAVIOR SUPPORT
1 DISCIPLINE PROBLEMS IN THE SCHOOL 2
THE CAUSES OF MISBEHAVIOR 3
SUMMARY 5
PROACTIVE MANAGEMENT 5
PREVENTING FAILURE BY PROMOTING SUCCESS 6
PREVENTION AND THE ACADEMIC-SOCIAL BEHAVIOR CONNECTION 7
A THREE-TIERED APPROACH TO PROACTIVE MANAGEMENT 10 CHAPTER REVIEW 11
CHAPTER 2 UNDERSTANDING BEHAVIOR 14
A FUNCTIONAL APPROACH 15
ASSUMPTIONS OF A FUNCTIONAL MODEL 16
BEHAVIOR IS LEARNED 16
BEHAVIOR IS LAWFUL 17
BEHAVIOR CAN BE CHANGED 18
APPLYING THE FUNCTIONAL MODEL TO STUDENT BEHAVIOR 19
DEFINE WHAT THE PERSON SAYS OR DOES 21
IDENTIFY KEY FEATURES OF THE ENVIRONMENT 22
ANTECEDENT EVENTS 22
CONSEQUENCES 24 CHAPTER REVIEW 27
CHAPTER 3 OVERVIEW OF A FUNCTIONAL APPROACH TO INTERVENTION 29
ASSESSMENT FROM A FUNCTIONAL PERSPECTIVE 30
FUNCTION OF BEHAVIOR 30
FUNCTIONAL BEHAVIOR ASSESSMENT 34
STEP 1: DEFINING BEHAVIOR 34
STEP 2: ASSESSPREDICTABLE PATTERNS 35
STEP 3: DEVELOPING A HYPOTHESIS ABOUT THE FUNCTION OF BEHAVIOR 37
CONDUCTING AN FBA 40
SUMMARY: UNDERSTANDING BEHAVIOR THROUGH A FUNCTIONAL BEHAVIOR ASSESSMENT
41 CHAPTER REVIEW 41
IX
IMAGE 3
X CONTENTS
CHAPTER 4 MEASURING BEHAVIOR IN THE SCHOOL 43
DEFINING BEHAVIOR 44 DIMENSIONS OF BEHAVIOR 44
MEASUREMENT PROCESS 46
STEP 1: DETERMINE WH AT TO MONITOR 46
STEP 2: DETERMINE THE SIMPLEST WAY TO COLLECT DATA 47
STEP 3: MONITOR BEHAVIOR IN A CONSISTENT MANNER 47
STEP 4: USE DATA TO EVALUATE AND MAKE DECISIONS 47
BEHAVIOR MONITORING METHODS 48
EVENT-BASED RECORDING 48
TIME-BASED RECORDING 55
DECISION MODEL 60 CHAPTER REVIEW 62
CHAPTER 5 USING DATA TO MAKE INSTRUCTIONAL DECISIONS 64
SCOPE AND SEQUENCE: WHAT SHOULD BE TAUGHT FIRST, SECOND, AND SO ON? 65
PERFORMING A TASK ANALYSIS: HOW IS IT DONE? 65
GOALS AND OBJECTIVES: PLANS FOR TEACHING AND EVALUATION 68
EDUCATIONAL GOAL STATEMENT 68
INSTRUCTIONAL OBJECTIVES 69
WRITING INSTRUCTIONAL OBJECTIVES: PROCESS 70
EVALUATING INSTRUCTION 72
GRAPHING BEHAVIOR: VISUAL REPRESENTATIONS OF PERFORMANCE 73
EVALUATING PERFORMANCE 74
AIM LINES 75
TREND LINES 77
DATA-BASED DECISION MAKING 79
DETERMINING THE EFFECTIVENESS OF THE PLAN 79
DECISIONS: SUCCESSFUL PERFORMANCE 80
DECISIONS: FAILED PERFORMANCE 81 CHAPTER REVIEW 83
CHAPTER 6 A FUNCTION-BASED PERSPECTIVE OF CLASSROOM MANAGEMENT 85
RATIONALE FOR ASSESSING A CLASSROOM 87
MATCHING THE INTERVENTION TO THE C1ASSROOM 87
EMPHASIZING EDUCATIVE BEHAVIOR MANAGEMENT 89
CONDUCTING A FUNCTIONAL BEHAVIOR ASSESSMENT OF THE CLASSROOM 89
FOCUS ON FUNCTIONAL ROUTINES 90
USING A SCATTER PLOT TO IDENTIFY PROBLEMATIC ROUTINES 90
IMAGE 4
CONTENTS XI
ANTECEDENTS AND CONSEQUENCES 93
ANTECEDENT VARIABLES 93
SETTING EVENTS AND CONTEXTUAL VARIABLES AFFECTING BEHAVIOR IN THE
CLASSROOM 93
ACTIVITIES AS POSSIBLE SETTING EVENTS 95
DISCRIMINATIVE STIMULI 97
IDENTIFYING CUES FOR APPROPRIATE BEHAVIOR 98
CONSEQUENCES 99
CONSEQUENCES FOR INAPPROPRIATE BEHAVIOR 99
WH AT CONSEQUENCES FOLLOW PROBLEM BEHAVIOR? 100
WHICH CONSEQUENCES ARE REINFORCING THE BEHAVIOR? 100
CONSEQUENCES FOR APPROPRIATE BEHAVIOR 101
SUMMARY 104 CHAPTER REVIEW 105 APPENDIX A-FUNCTIONAL ASSESSMENT FOR
C1ASSROOM ENVIRONMENTS 107
APPENDIX B-FUNCTIONAL ASSESSMENT FOR C1ASSROOM ENVIRONMENTS 114
CHAPTER 7 EFFECTIVE INSTRUCTION FOR BEHAVIOR 120
THE IMPORTANCE OF INSTRUCTION 121 INSTRUCTION = MAXIMIZING SUCCESSRATES
122
KEY FEATURES OF EFFECTIVE INSTRUCTION 123
EFFECTIVE INSTRUCTION FOR BEHAVIOR 123
FACILITATING INSTRUCTION 129
CONSIDERATIONS 131 CHAPTER REVIEW 133
CHAPTER 8 ANTECEDENT INTERVENTIONS IN THE CLASSROOM 134
CHANGING SETTING EVENTS TO IMPROVE STUDENT BEHAVIOR 135
CHANGING THE PHYSICAL LAYOUT OF THE ROOM 135
DEFINING AND TEACHING EXPECTED BEHAVIOR 138
STRUCTURE OF ROUTINES 148
SUPERVISION STYLE 150
ACTIVITIES THAT OCCUR BEFORE OR AFTER CLASS 151
MANIPULATING THE EFFECTS OF DISCRIMINATIVE STIMULI 152
SUMMARY 154 CHAPTER REVIEW 154
IMAGE 5
XII CONTENTS
CHAPTER 9 USING CONSEQUENCES TO ENCOURAGE STUDENT BEHAVIOR IN THE
CLASSROOM 157
TEACHERS OBJECTIONS TO REINFORCEMENT 158
POSITIVE REINFORCEMENT 162
NEGATIVE REINFORCEMENT 163
ACKNOWLEDGING APPROPRIATE BEHAVIOR 164
ATTENTION AS A REINFORCER 164
ACTIVITY REINFORCERS 166
TANGIBLE REINFORCERS 168
WHOLE-CLASS FORMAL ACKNOWLEDGMENT SYSTEMS 169
THE GOOD BEHAVIOR GAME 171
TEACHERS NEED REINFORCEMENT TOO 173 CHAPTER REVIEW 174
CHAPTER 10 DESIGNING INDIVIDUALIZED INSTRUCTIONAL STRATEGIES 176
REPLACEMENT BEHAVIORS 178 INSTRUCTION 180
ERRORLESS LEARNING 182
SHAPING 182
CHAINING 184
INSTRUCTIONAL MANIPULATIONS 185
MODELING 185
PROVIDE OPPORTUNITIES TO RESPOND 186
MANIPULATE TASK DIFFICULTY 189
CONSTANT TIME DELAY 191
GUIDED PRACTICE 193 CHAPTER REVIEW 195
CHAPTER 11 CREATING ENVIRONMENTS THAT PREDICT INDIVIDUAL STUDENT SUCCESS
198
ANTECEDENT INTERVENTIONS 199
TEACHER-STUDENT RELATIONSHIPS 200
CONSISTENT ROUTINES AND PHYSICAL ARRANGEMENTS 201
PROMPTS AND CUES 205
ANTECEDENT COMPLIANCE STRATEGIES 210
MAINTENANCE AND GENERALIZATION 213 CHAPTER REVIEW 214
CHAPTER 12 STRATEGIES FOR RESPONDING TO INDIVIDUAL SUCCESS:REINFORCEMENT
216
CHOOSING BEHAVIORS TO REINFORCE 218
IDENTIFYING THE REINFORCERS (WHAT?) 220
USING REINFORCERS (HOW?) 222
IMAGE 6
CONTENTS XIII
TOKEN ECONOMIES 224
BEHAVIOR CONTRACTS 224
SCHEDULES OF REINFORCEMENT (WHEN?) 225
TRACKING PROGRESS (LS THE REINFORCEMENT WORKING?) 228
SUMMARY 230 CHAPTER REVIEW 230
CHAPTER 13 STRATEGIES TOR RESPONDING TO INDIVIDUAL MISBEHAVIOR:
PUNISHMENT ISSUES 232
PUNISHMENT ISSUES 233
PUNISHMENT STRATEGIES 235
VERBAL AND NONVERBAL REPRIMAND 235
NEGATIVE PUNISHMENT 239
TIME OUT 243
RESPONSE COST 245
POSITIVE PUNISHMENT 247
SUMMARY 248 CHAPTER REVIEW 248
CHAPTER 14 BEHAVIOR SUPPORT PLANS 250
RATIONALE FOR BEHAVIOR SUPPORT PLANS 251 KEY COMPONENTS OF BEHAVIOR
SUPPORT PLANS 252
PRACTICES: KEY FEATURES OF THE INTERVENTION 252
ANTECEDENT INTERVENTIONS 253
DESIRED BEHAVIORS 253
SKILL BUILDING 254
REINFORCEMENT 257
MINIMIZING REINFORCEMENT 257
SAFETY PLAN 259
SYSTEMS FOR IMPLEMENTATION 259
DATA TO GUIDE DECISION MAKING 260
PUTTING IT ALL IN PLACE: THE PROCESS OF SUPPORT PLANNING 263
BEHAVIOR SUPPORT TEAMS: WHO IS INVOLVED? 263
FACILITATING SUPPORT PLANNING 265 CHAPTER REVIEW 266 APPENDIX-BEHAVIOR
SUPPORT PLAN 268
NAME INDEX 271
SUBJECT INDEX 275
|
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| spelling | Scott, Terrance M. Verfasser aut Managing classroom behavior using positive behavior supports Terrance M. Scott, Cynthia M. Anderson, Peter Alter Boston ; Munich [u.a.] Pearson 2012 XIII, 280 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Classroom management Behavior modification Unterrichtsdisziplin (DE-588)4078635-3 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Verhaltensmodifikation (DE-588)4062871-1 gnd rswk-swf Unterrichtsführung (DE-588)4187078-5 gnd rswk-swf Lehrer (DE-588)4035088-5 gnd rswk-swf Unterrichtsführung (DE-588)4187078-5 s Unterrichtsdisziplin (DE-588)4078635-3 s DE-604 Schüler (DE-588)4053369-4 s Verhaltensmodifikation (DE-588)4062871-1 s Lehrer (DE-588)4035088-5 s Anderson, Cynthia M. Verfasser aut Alter, Peter J. Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022553502&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Scott, Terrance M. Anderson, Cynthia M. Alter, Peter J. Managing classroom behavior using positive behavior supports Classroom management Behavior modification Unterrichtsdisziplin (DE-588)4078635-3 gnd Schüler (DE-588)4053369-4 gnd Verhaltensmodifikation (DE-588)4062871-1 gnd Unterrichtsführung (DE-588)4187078-5 gnd Lehrer (DE-588)4035088-5 gnd |
| subject_GND | (DE-588)4078635-3 (DE-588)4053369-4 (DE-588)4062871-1 (DE-588)4187078-5 (DE-588)4035088-5 |
| title | Managing classroom behavior using positive behavior supports |
| title_auth | Managing classroom behavior using positive behavior supports |
| title_exact_search | Managing classroom behavior using positive behavior supports |
| title_full | Managing classroom behavior using positive behavior supports Terrance M. Scott, Cynthia M. Anderson, Peter Alter |
| title_fullStr | Managing classroom behavior using positive behavior supports Terrance M. Scott, Cynthia M. Anderson, Peter Alter |
| title_full_unstemmed | Managing classroom behavior using positive behavior supports Terrance M. Scott, Cynthia M. Anderson, Peter Alter |
| title_short | Managing classroom behavior using positive behavior supports |
| title_sort | managing classroom behavior using positive behavior supports |
| topic | Classroom management Behavior modification Unterrichtsdisziplin (DE-588)4078635-3 gnd Schüler (DE-588)4053369-4 gnd Verhaltensmodifikation (DE-588)4062871-1 gnd Unterrichtsführung (DE-588)4187078-5 gnd Lehrer (DE-588)4035088-5 gnd |
| topic_facet | Classroom management Behavior modification Unterrichtsdisziplin Schüler Verhaltensmodifikation Unterrichtsführung Lehrer |
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