Behavior management: positive applications for teachers
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2012
|
| Ausgabe: | 6. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XVIII, 457 S. Ill., graph. Darst. |
| ISBN: | 9780137063208 |
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| 100 | 1 | |a Zirpoli, Thomas J. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Behavior management |b positive applications for teachers |c Thomas J. Zirpoli |
| 250 | |a 6. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2012 | |
| 300 | |a XVIII, 457 S. |b Ill., graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
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| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Kind | |
| 650 | 4 | |a Behavior modification |z United States | |
| 650 | 4 | |a Children |z United States |x Conduct of life | |
| 650 | 4 | |a Behavioral assessment of children |z United States | |
| 650 | 4 | |a Classroom management |z United States | |
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Datensatz im Suchindex
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|---|---|
| adam_text | IMAGE 1
BRIEF CONTENTS
PART 1 FOUNDATIONS FOR UNDERSTANDING AND MANAGING BEHAVIOR 1
CHAPTER 1 CHAPTER 2 BASIC CONCEPTS OF BEHAVIOR AND BEHAVIOR MANAGEMENT 3
LEGAL CONSIDERATIONS FOR SCHOOLS 33
PART 2 UNDERSTANDING YOUR STUDENTS 53
CHAPTER 3 DIVERSITY IN THE CLASSROOM 55 CHAPTER 4 ISSUES IN EARLY
CHILDHOOD BEHAVIOR 87
CHAPTER 5 ISSUES IN ADOLESCENT BEHAVIOR 117
PART 3 MEASURING AND CHARTING BEHAVIOR 139
CHAPTER 6 DATA COLLECTION TECHNIQUES 141 CHAPTER 7 SINGLE-SUBJECT
DESIGNS 181
PART 4 STRATEGIES FOR BEHAVIORAL ASSESSMENT 205
CHAPTER 8 FORMAL BEHAVIORAL SSESSMENT 207 CHAPTER 9 FUNCTIONAL AND
CURRICULUM-BASED SSESSMENT 231
PART 5 STRATEGIES FOR INCREASING POSITIVE
BEHAVIORAL SUPPORTS 255
CHAPTER 10 POSITIVE BEHAVIORAL SUPPORTS: REINFORCEMENT STRATEGIES 257
CHAPTER 11 COGNITIVE BEHAVIOR MODIFICATION 289
PART 6 STRATEGIES FOR DECREASING BEHAVIOR 325
CHAPTER 12 SCHOOLWIDE STRATEGIES FOR POSITIVE BEHAVIOR SUPPORTS 327
CHAPTER 13 INDIVIDUAL STRATEGIES FOR POSITIVE BEHAVIOR SUPPORTS 353
CHAPTER 14 STRATEGIES FOR SPECIFIC BEHAVIOR CHALLENGES 387
NAMEINDEX429
SUBJECTLNDEX 443
VII
IMAGE 2
VIII
CONTENTS
PART 1 FOUNDATIONS FOR UNDERSTANDING AND MANAGING BEHAVIOR 1
CHAPTER1 BASIC CONCEPTS 01 BEHAVIORAND BEHAVIORMANAGEMENT 3 HISTORICAL
FOUNDATIONS TO UNDERSTANDING BEHAVIOR AND BEHAVIOR ANALYSIS 3
CLASSICAL CONDITIONING 3
OPERANT CONDITIONING 6
THE BEHAVIORAL VERSUS PSYCHOANALYTIC APPROACH 9
SOCIAL LEARNING THEORY 9
BEHAVIOR THERAPY 11
APPLIED BEHAVIOR ANALYSIS 12
BASIC CONCEPTS OF BEHAVIOR AND BEHAVIOR MANAGEMENT 14
BEHAVIOR 14
RESPONSES 15
STIMULI 15
ANTECEDENTS 16
CONSEQUENCES 17
REINFORCEMENT 17
PUNISHMENT 18
PROMPTS AND CUES 18
BASIC ASSUMPTIONS ABOUT BEHAVIOR AND BEHAVIOR MANAGEMENT 22
ASSUMPTION 1: MOST BEHAVIORS ARE LEARNED 22
ASSUMPTION 2: MOST BEHAVIORS ARE STIMULUS-SPECIFIC 22
ASSUMPTION 3: MOST BEHAVIORS CAN BE TAUGHT, MODIFIED, AND CHANGED 23
ASSUMPTION 4: BEHAVIOR CHANGE GOALS SHOULD BE SPECIFIC AND CLEARLY
DEFINED 23
ASSUMPTION 5: BEHAVIOR CHANGE PROGRAMS SHOULD BE INDIVIDUALIZED 23
ASSUMPTION 6: BEHAVIOR CHANGE PROGRAMS SHOULD FOCUS ON THE HERE AND NOW
23
ASSUMPTION 7: BEHAVIOR CHANGE PROGRAMS SHOULD FOCUS ON THE CHILD S
ENVIRONMENT 23
ASSUMPTION 8: BEHAVIOR CHANGE PROGRAMS SHOULD FOCUS ON REINFORCEMENT
STRATEGIES AND OTHER POSITIVE BEHAVIOR SUPPORTS 24
IMAGE 3
MYTHS AND MISCONCEPTIONS ABOUT BEHAVIOR AND BEHAVIOR
MANAGEMENT 24
MYTH 1: CHANGING ANOTHER PERSON S BEHAVIOR IS COERCIVE 25
MYTH 2: THE USE OF REINFORCEMENT TO CHANGE BEHAVIOR IS A FORM OF BRIBERY
25
MYTH 3: STUDENTS WILL LEARN TO BEHAVE APPROPRIATELY ONLY FOR
REINFORCEMENT 26
MYTH 4: STUDENTS SHOULD WORK FOR INTRINSIC REINFORCERS 27
MYTH 5: ALL STUDENTS SHOULD BE TREATED IN THE SAME WAY 27 SUMMARY 28 *
DISCUSSION OUESTIONS 29 * REFERENCES 29
CHAPTER 2 LEGALCONSIDERATIONS FOR SCHOOLS 33
TEACHERS DUTY TO ENFORCE DISCIPLINE 34
STUDENTS DUE PROCESS PROTECTIONS 34
PROCEDURAL DUE PROCESS: THE RIGHT TO FAIR PROCEDURES 35
SUBSTANTIVE DUE PROCESS: THE RIGHT TO REASONABLENESS 37
SUMMARY OF DUE PROCESS PROTECTIONS AND DISCIPLINE 38
DISCIPLINING STUDENT WITH DISABILITIES 38
DISCIPLINARY PROVISIONS OF IDEA 1997 AND 2004 39
SUSPENSIONS AND EXPULSIONS 40
THE MANIFESTATION DETERMINATION 41
THE INTERIM ALTERNATIVE EDUCATIONAL SETTING 42
PROACTIVELY ADDRESSING BEHAVIOR PROBLEMS OF STUDENTS WITH DISABILITIES
43
SUMMARY OF DISCIPLINING STUDENTS WITH DISABILITIES 44
SCHOOLWIDE DISCIPLINE 44
DEVELOPING SCHOOLWIDE DISCIPLINE POLICIES 45
RULES AND CONSEQUENCES 45
PROGRAMMING FOR STUDENTS WITH SERIOUS BEHAVIOR PROBLEMS 46
IMPLICATIONS FOR TEACHERS AND ADMINISTRATORS 47
DEVELOP SCHOOL DISTRICT DISCIPLINARY POLICIES AND PROCEDURES 47
PROACTIVELY ADDRESS PROBLEM BEHAVIOR 47
PROVIDE TRAINING IN BEHAVIORALLNTERVENTIONS TO TEACHERS 48
DOCUMENT DISCIPLINARY ACTIONS 48
EVALUATE THE EFFECTIVENESS OF INTERVENTIONS 49 SUMMARY 49 * DISCUSSION
OUESTIONS 49 * REFERENCES 50
CONTENTS IX
IMAGE 4
X CONTENTS
PART2 UNDERSTANDING YOUR STUDENTS 53
CHAPTER 3 DIVERSITYIN THE CLASSROOM 55 DIVERSE LEARNERS 57 DEFINITION OF
TERMS 58
CULTURE 59
ETHNICITY 59
RACE 59
WORLDVIEW 61
THE FIVE CATEGORIES OF WORLDVIEW 61
CULTURAL INFLUENCES ON BEHAVIOR 64
COLLECTIVISM VERSUS INDIVIDUALISM 64
VERBAL AND NONVERBAL COMMUNICATION 66
RESPECTFUL BEHAVIOR 67
CHILD REARING AND DISCIPLINE PRACTICES 68
ACCULTURATION AND ENCULTURATION 69
RELATIONSHIPS 70
RECOMMENDATIONS FOR SCHOOLS AND TEACHERS 71
DEAL WITH FEELINGS OF ALIENATION 72
VALUE EXTENDED FAMILY 72
FACILITATE POSITIVE PARENT-SCHOOL RELATIONSHIP 73
MAINTAIN HIGH EXPECTATIONS 73
INTEGRATING A MULTICULTURAL APPROACH IN THE CLASSROOM 75
CELEBRATE DIVERSITY 77
EXPLORING YOUR CULTURALLDENTITY AND THAT OF YOUR SCHOOL COMMUNITY 78
INTERNET RESOURCES 79 SUMMARY 81 * DISCUSSION QUESTIONS 82 * REFERENCES
83
CHAPTER 4 ISSUESIN EARLYCHILDHOODBEHAVIOR 87
EARLY DEVELOPMENT OF BEHAVIOR: THE FIRST TWO YEARS 88 THE NEWBORN 88
THE INFANT 88
THE 1-YEAR-OLD 89
THE 2-YEAR-OLD 89
ENVIRONMENTALLNFLUENCES ON YOUNG CHILDREN S BEHAVIOR 92
POVERTY 92
PERSISTENT PARENTAL UNEMPLOYMENT 93
IMAGE 5
SINGLE-PARENT FAMILIES 93
BABIES BORN PREMATURE AND/OR DYSMATURE 94
FETAL ALCOHOL SYNDROME 94
LEAD POISONING 95
CHILD MALTREATMENT 95
THE NEED FOR EARLY INTERVENTION 96
THE EFFICACY OF EARLY INTERVENTION 97
VARIABLES ASSOCIATED WITH EFFECTIVE EARLY INTERVENTION 98
POSITIVE BEHAVIORAL SUPPORTS FOR YOUNG CHILDREN 98
ESTABLISHING A CARING AND LOVING ENVIRONMENT 98
VARIABLES ASSOCIATED WITH APPROPRIATE BEHAVIOR IN YOUNG CHILDREN 103
SUPERVISION 103
CONSISTENCY 103
READINESS SKILLS 103
ENVIRONMENTAL CONSIDERATIONS 104
THE EDUCATIONAL SETTING FOR YOUNG CHILDREN 105
SOCIALDENSITY 105
PHYSICAL LAYOUT 105
APPROPRIATE USE OF MATERIALS 106
EFFECTIVE SCHEDULING 107
TRANSITIONS 107
STAFFING QUALIFICATIONS AND RATIOS 107
CAREGIVER-PARENT RELATIONSHIPS 110 SUMMARY 112 * DISCUSSION QUESTIONS
113 * REFERENCES 113
CHAPTER 5 ISSUESIN ADOLESCENTBEHAVIOR 117
UNDERSTANDING THE CHANGING BEHAVIOR OF ADOLESCENTS 117
PHYSICAL CHANGES 117
COGNITIVE CHANGES 120
SOCIAL CHANGES 121
CONTEXTUAL CHANGES 124
CUMULATIVE EFFECT OF CHANGES 124
PREDICTING POSITIVE OUTCOMES FOR ADOLESCENTS 126
INTERNAL ASSETS 126
EXTERNAL ASSETS 126
AVOIDING DEVELOPMENTAL DEFICITS 128
CONTENTS XI
IMAGE 6
XII CONTENTS
BEHAVIORALLNTERVENTIONS FOR ADOLESCENT POPULATIONS 128
POSITIVE BEHAVIORALLNTERVENTIONS AND SUPPORTS 129
RESISTANCE AND REFUSAL SKILLS 130
SOCIAL SKILLS TRAINING 132
ISSUES PARTICULAR TO BEHAVIORALLNTERVENTIONS WITH ADOLESCENTS 132
IS IT EVER TOO LATE TO INTERVENE? 132
WHO SHOULD LEAD THE INTERVENTION- TEACHERS OR PEERS? 133
COULD INTERVENTIONS EVER HAVE UNINTENDED HARMFUL EFFEETS? 133
HOW CAN WE CONDUCT INTERVENTIONS AND COVER REQUIRED COURSE MATERIAL? 134
SUMMARY 135 * DISCUSSION QUESTIONS 135 * REFERENCES 136
PART3 MEASURING AND CHARTING BEHAVIOR 139
CHAPTER 6 DATA COLLECTIONTECHNIQUES 141 TARGET BEHAVIORS 141
DEFINING TARGET BEHAVIORS 142
ESTABLISHING BEHAVIORAL OBJECTIVES 143
NATURALISTIC OBSERVATION 145
ANECDOTAL OBSERVATION: THE ABC ANALYSIS 145
ASSESSMENT INTERVIEWS 147
DIMENSIONS OF BEHAVIOR 147
FREQUENCY 147
DURATION 148
RATE 149
LATENCY 150
INTENSITY OR MAGNITUDE 150
MEASUREMENT OF BEHAVIOR 151
FREQUENCY RECORDINGLEVENT RECORDING 152
DURATION RECORDING 152
INTERVAL RECORDING 154
TIME SAMPLING 156
ACCURACY OF BEHAVIORAL OBSERVATION AND MEASURES 158
REAETIVITY 158
OBSERVER DRIFT 159
THE RECORDING PROCEDURE 159
LOCATION OF THE OBSERVATION 159
OBSERVER EXPECTANCY 159
IMAGE 7
CHARACTERISTICS OF SUBJECTS, OBSERVERS, AND SETTINGS 160
PERSONAL VALUES AND BIAS 160
DATA COLLECTION AIDS 161
RELIABILITY OF OBSERVATIONS 162
RELIABILITY OF FREQUENCY COUNTS 162
RELIABILITY OF DURATION AND LATENCY MEASURES 162
RELIABILITY FOR INTERVAL RECORDING AND TIME SAMPLING 163
RECORDING OBSERVATIONS 164
PERMANENT PRODUCT RECORDING 164
DATA COLLECTION FORMS 166
CODING SYSTEMS 166
DISPLAYING OBSERVATIONAL DATA 167
UNE GRAPHS 168
CUMULATIVE GRAPHS 169
BAR GRAPHS 170
BASELINE AND INTERVENTION MEASURES 171 SUMMARY 177 * DISCUSSION
QUESTIONS 178 * REFERENCES 178
CHAPTER 7 SINGLE-SUBJECT DESIGNS 181
THE PURPOSE OF SINGLE-SUBJECT DESIGNS 181
BASELINE AND INTERVENTION CONDITIONS 183
TYPES OF SINGLE-SUBJECT DESIGNS 184
THE A-B DESIGN 184
THE A-B-A DESIGN 187
THE A-B-A-B DESIGN 189
THE ALTERNATING TREATMENTS DESIGN 191
THE CHANGING CRITERION DESIGN 193
MULTIPLE-BASELINE DESIGNS 195 SUMMARY 203 * DISCUSSION QUESTIONS 203 *
REFERENCES 203
PART4 STRATEGIES FOR BEHAVIORAL ASSESSMENT 205
CHAPTER 8 FORMAL BEHAVIORAL ASSESSMENT 207 A DEVELOPMENTAL SYSTEMS
APPROACH TO BEHAVIORAL ASSESSMENT 208
ASSESSMENT FOR INTERVENTION PLANNING: A FIVE-STEP MODEL 209
CONTENTS XIII
IMAGE 8
XIV CONTENTS
STEP 1: DECIDE WHETHER A PROBLEM EXISTS 209
STEP 2: DETERMINE WHETHER INTERVENTION IS WARRANTED 217 SUMMARY 226 *
DISCUSSION OUESTIONS 228 * REFERENCES 228
CHAPTER 9 FUNCTIONAL AND CURRICULUM-BASED ASSESSMENT 231
DEFINITION AND BRIEF HISTORY OF FUNCTIONAL BEHAVIOR ASSESSMENT 232
COMPONENTS OF A FUNCTIONAL BEHAVIOR ASSESSMENT 233
A BASIC UNDERSTANDING OF BEHAVIOR 234
IDENTIFY THE TARGET BEHAVIOR 234
OBSERVE AND COLLECT BASELINE DATA ON THE TARGET BEHAVIOR 234
IDENTIFY THE SETTING EVENTS OR ANTECEDENTS OF THE TARGET BEHAVIOR 234
IDENTIFY THE CONSEQUENCES MAINTAINING THE TARGET BEHAVIOR 236
IDENTIFY THE FUNCTION OR PURPOSE OF THE TARGET BEHAVIOR 237
IDENTIFY REPLACEMENT BEHAVIORS 238
CURRICULUM-BASED ASSESSMENT 239
CBA: DEFINITION AND BRIEF HISTORY 239
CBA: APPROPRIATE FOR ALL STUDENTS 240
A NO FAULT APPROACH 241
DIVERSE STUDENTS AND THE NEED FOR A BROAD-BASED CURRICULUM 241
CURRICULUM PROBES: THE PRIMARY TOOL FOR CBA 241
DEVELOPING PROBES 242
EXAMPLES OF PROBES 242
WHO ADMINISTERS PROBES? 243
WHEN ARE PROBES ADMINISTERED? 243
WHERE ARE PROBES ADMINISTERED? 244
RECORDING PROGRESS: GROWTH-OVER-TIME CHARTS 244
ERROR ANALYSIS 245
THE VALUE OF STUDENT ERRORS 245
CBA AND CLASSROOM BEHAVIOR 247
BEHAVIOR PROBLEMS AS A SIGN OF ACADEMIC PROBLEMS 248
CONTROLLING INSTRUCTIONAL DIFFICULTY 248
CBA AND EXCEPTIONAL STUDENTS 249 SUMMARY 250 * DISCUSSION OUESTIONS 251
* REFERENCES 252
IMAGE 9
PART5 STRATEGIES FOR INCREASING POSITIVE
BEHAVIORAL SUPPORTS 255
CHAPTER10 POSITIVEBEHAVIORALSUPPORTS:REINFORCEMENTSTRATEGIES 257
REINFORCEMENT 258 DEFINITION 258
TYPES OF REINFORCERS 258
IDENTIFY HIGH-PREFERENCED REINFORCERS 261
ESTABLISHING AN EFFECTIVE REINFORCEMENT PROGRAM 262
ESTABLISHING CLEAR AND CONSISTENT EXPECTATIONS 264
TEACHERS MUST SET THE EXAMPLE 265
THE DELIVERY OF REINFORCERS 265
PREVENTING REINFORCEMENT SATIATION 266
SCHEDULES OF REINFORCEMENT 266
RATIO REINFORCEMENT SCHEDULES 267
INTERVAL REINFORCEMENT SCHEDULES 268
SHAPING AND CHAINING NEW BEHAVIORS 270
SHAPING BEHAVIORS 270
CHAINING BEHAVIORS 271
TOKEN ECONOMY REINFORCEMENT PROGRAMS 273
CHARACTERISTICS OFTOKENS 274
ESTABLISHING A TOKEN ECONOMY PROGRAM 274
CONTINGENCY CONTRACTING 276
ADVANTAGES OF CONTRACTS 278
GENERALIZATION 280
STIMULUS GENERALIZATION 280
RESPONSE GENERALIZATION 281
PROMOTING GENERALIZATION OF BEHAVIOR CHANGE 281
MAINTENANCE 282
PROMOTING THE MAINTENANCE OF BEHAVIOR CHANGE 282 SUMMARY 283 *
DISCUSSION QUESTIONS 285 * REFERENCES 285
CHAPTER11 COGNITIVEBEHAVIORMODIFICATION 289
WHAT IS COGNITIVE BEHAVIOR MODIFICATION? 289 THE ORIGINS OF COGNITIVE
BEHAVIOR MODIFICATION 291
TRENDS IN BEHAVIORAL PSYCHOLOGY 291
TRENDS IN COGNITIVE PSYCHOLOGY 292
CONTENTS XV
IMAGE 10
XVI CONTENTS
THE PROCEDURES OF COGNITIVE BEHAVIOR MODIFICATION 293
SELF-MANAGEMENT TRAINING 293
SELF-INSTRUETIONAL TRAINING 302
DEFINITION 302
RESEARCH BASIS 302
RESEARCH ON SELF-INSTRUETIONAL TRAINING AND PROBLEM BEHAVIOR 302
RESEARCH ON SELF-INSTRUCTIONAL TRAINING AND ACADEMIC PROBLEMS 304
APPLICATION 306
PROBLEM-SOLVING TRAINING 307
DEFINITION 307
THEORETICAL FOUNDATION AND RESEARCH BASE 307
APPLICATION 310
ANGER CONTROL TRAINING 310
DEFINITION 310
THEORETICAL FOUNDATION AND RESEARCH BASE 311
APPLICATION 314
ALTERNATE RESPONSE TRAINING 315
DEFINITION 315
THEORETICAL FOUNDATION AND RESEARCH BASE 315
APPLICATION 316
ATTRIBUTION RETRAINING 316
DEFINITION 316
THEORETICAL FOUNDATIONS AND RESEARCH BASE 317
APPLICATION 318
DEVELOPMENT AND GENERALIZATION OF CBM PROGRAMS 318 SUMMARY 320 *
DISCUSSION QUESTIONS 320 * REFERENCES 320
PART6 STRATEGIES FOR DECREASING BEHAVIOR 325
CHAPTER12 SCHOOLWIDESTRATEGIESFOR POSITIVE BEHAVIORSUPPORTS 327 THE
THREE-LIER MODEL AND BEHAVIOR MANAGEMENT 328 SCHOOLWIDE POSITIVE
BEHAVIOR SUPPORTS 329
GUIDELINES FOR TIER ONE SWPBS 331
IMPLEMENTATION OF SWPBS 337
OBSTACLES TO SCHOOLWIDE PROGRAMS 338
IMAGE 11
SWPBS TEAMS 339
THE SWPBS TEAM 339
THE INDIVIDUAL STUDENT PBS TEAM 339
ASSESSING SWPBS FIDELITY 340
SCHOOLWIDE EVALUATION TOOL (SET) 340
TEAM IMPLEMENTATION CHECKLIST (TIC) 341
IMPLEMENTATION PHASES INVENTORY (IPI) 341
SWPBS FOR CLASSROOM TEACHERS 341
CLASSROOM ORGANIZATION 341
FOCUS ON PREVENTION 342
INTERRUPT THE BEHAVIOR CHAIN 344
REMEMBER THE FAIR PAIR RULE 345
BE CONSISTENT 345
AVOID REINFORCING INAPPROPRIATE BEHAVIOR 345
LIMIT CONSEQUENCES FOR INAPPROPRIATE BEHAVIOR 346
DEAL WITH INAPPROPRIATE BEHAVIOR IMMEDIATELY 347
STOP SHOUTING 347
PUTTING IT ALL TOGETHER 347 SUMMARY 348 * DISCUSSION QUESTIONS 348 *
REFERENCES 349
CHAPTER 13 INDIVIDUAL STRATEGIES TORPOSITIVE BEHAVIOR SUPPORTS 353
BEHAVIORAL INTERVENTION PLANS 353 DIFFERENTIAL REINFORCEMENT STRATEGIES
357
DIFFERENTIAL REINFORCEMENT OF OTHER BEHAVIORS 358
DIFFERENTIAL REINFORCEMENT OF ALTERNATIVE BEHAVIORS 361
DIFFERENTIAL REINFORCEMENT OF INCOMPATIBLE BEHAVIORS 361
DIFFERENTIAL REINFORCEMENT OF LOWER RATES OF BEHAVIOR 362
DIFFERENTIAL REINFORCEMENT OF HIGHER RATES OF BEHAVIOR 363
SPECIFIC BEHAVIOR REDUCTION STRATEGIES FOR BEHAVIOR INTERVENTION PLANS
(BIP) 364
INDIVIDUAL SODAL SKILLS INSTRUCTION 364
EXTINCTION 366
LIME-OUT FROM POSITIVE REINFORCEMENT 369
RESPONSE COST 375
RESTITUTION, RESTITUTION OVERCORRECTION, AND POSITIVE PRACTICE 378
MEDICATIONS 380 SUMMARY 381 * REFERENCES 382
CONTENTS XVII
IMAGE 12
XVIII CONTENTS
CHAPTER14 STRATEQIESFOR SPECIFICBEHAVIORCHALLENGES 381
BEHAVIORS RELATED TO CONDUET: ~ DISRUPTIVE BEHAVIOR AND OPPOSITIONAL
DEFIANT DISORDERS 389
NPL 1!=OMPLIANTBEHAVIOR 392
A~GRESSIVE BEHAVIOR 396
ULLYING BEHAVIOR 402
TEMPER TANTRUM BEHAVIOR 406
BEHAVIORS RELATED TO ATTENTION AND ACTIVITY 407
INATTENTIVE BEHAVIOR 408
HYPERAETIVE B!3HAVIOR 410
IMPUL~IVE BEHAVIOR 412
STEREOTYPICAL BEHAVIOR 415
BEHAVIORS RELATED TO SEPARATION ANXIETY AND DEPRESSION 417
SEPARATION ANXIETY 417
L?EPR~SSION 419 SUMMARY 420 * DISCUSSION QUESTIONS 421 * REFERENCES
421
NAME INDEX 429
SVBJECT INDEX 443
|
| any_adam_object | 1 |
| author | Zirpoli, Thomas J. |
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| classification_rvk | DT 7302 |
| ctrlnum | (OCoLC)734072362 (DE-599)BVBBV037466525 |
| dewey-full | 370.15/28 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
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| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 6. ed. |
| format | Book |
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| geographic | USA USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV037466525 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T23:24:46Z |
| institution | BVB |
| isbn | 9780137063208 |
| language | English |
| lccn | 2010034573 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-022618374 |
| oclc_num | 734072362 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XVIII, 457 S. Ill., graph. Darst. |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | Pearson |
| record_format | marc |
| spelling | Zirpoli, Thomas J. Verfasser aut Behavior management positive applications for teachers Thomas J. Zirpoli 6. ed. Boston ; Munich [u.a.] Pearson 2012 XVIII, 457 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Kind Behavior modification United States Children United States Conduct of life Behavioral assessment of children United States Classroom management United States Schüler (DE-588)4053369-4 gnd rswk-swf Verhaltensmodifikation (DE-588)4062871-1 gnd rswk-swf Didaktik (DE-588)4070463-4 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schüler (DE-588)4053369-4 s Didaktik (DE-588)4070463-4 s Verhaltensmodifikation (DE-588)4062871-1 s DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022618374&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Zirpoli, Thomas J. Behavior management positive applications for teachers Kind Behavior modification United States Children United States Conduct of life Behavioral assessment of children United States Classroom management United States Schüler (DE-588)4053369-4 gnd Verhaltensmodifikation (DE-588)4062871-1 gnd Didaktik (DE-588)4070463-4 gnd |
| subject_GND | (DE-588)4053369-4 (DE-588)4062871-1 (DE-588)4070463-4 (DE-588)4078704-7 |
| title | Behavior management positive applications for teachers |
| title_auth | Behavior management positive applications for teachers |
| title_exact_search | Behavior management positive applications for teachers |
| title_full | Behavior management positive applications for teachers Thomas J. Zirpoli |
| title_fullStr | Behavior management positive applications for teachers Thomas J. Zirpoli |
| title_full_unstemmed | Behavior management positive applications for teachers Thomas J. Zirpoli |
| title_short | Behavior management |
| title_sort | behavior management positive applications for teachers |
| title_sub | positive applications for teachers |
| topic | Kind Behavior modification United States Children United States Conduct of life Behavioral assessment of children United States Classroom management United States Schüler (DE-588)4053369-4 gnd Verhaltensmodifikation (DE-588)4062871-1 gnd Didaktik (DE-588)4070463-4 gnd |
| topic_facet | Kind Behavior modification United States Children United States Conduct of life Behavioral assessment of children United States Classroom management United States Schüler Verhaltensmodifikation Didaktik USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022618374&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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