Motivational interviewing for effective classroom management: the classroom check-up
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| Main Authors: | , , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
New York [u.a.]
Guilford Press
2011
|
| Series: | The Guilford practical intervention in the schools series
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references and index |
| Physical Description: | XII, 228 S. graph. Darst. |
| ISBN: | 9781609182588 |
Staff View
MARC
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| 100 | 1 | |a Reinke, Wendy M. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Motivational interviewing for effective classroom management |b the classroom check-up |c Wendy M. Reinke, Keith C. Herman, Randy Sprick |
| 264 | 1 | |a New York [u.a.] |b Guilford Press |c 2011 | |
| 300 | |a XII, 228 S. |b graph. Darst. | ||
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| 490 | 0 | |a The Guilford practical intervention in the schools series | |
| 500 | |a Includes bibliographical references and index | ||
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| 700 | 1 | |a Herman, Keith C. |e Verfasser |4 aut | |
| 700 | 1 | |a Sprick, Randall S. |e Verfasser |4 aut | |
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Record in the Search Index
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|---|---|
| adam_text | IMAGE 1
CONTENTS
1. INTRODUCTION TO THE C1ASSROOM CHECK-UP ORIGINS 01 THE EEU 2 WHAT LS
THE EEU? 2
WHY DOES THE EEU TARGET EFFECTIVE ELASSROOM MANAGEMENT? 2 WHAT IS THE
PURPOSE OFTHIS BOOK? 4 FOR WHOM LS THIS BOOK WRITTEN? 5
2. EFFECTIVE CLASSROOM BEHAVIOR MANAGEMENT:
WHAT IS IT AND WHY IS IT IMPORTANT?
ELASSROOM STRUCTURE 8 PHYSIEAL LAYOUT 8 CLASSH)OM EXPEETATIONS, RULES,
(MD BEHAVIORAL ROUTINES 9 AETIVE SUPERVISION 11 EFFECTIVE
TEACHER-STUDENT RELATIONSHIPS 12
NONEONTINGENT LNTERAETIONS 13 1NSTRUCTIONAL MANAGEMENT 13 OPPORTUNITIES
TO RESPOND 13 RESPONDING TO APPROPRIATE ELASSROOM BEHAVIORS 14
CONTINGENT BEHAVIOR-SPEEIJIE PRAISE 14 GROUP CONTINGENEIES AND TOKEN
EEONOMIES 15 BEHAVIOML CONTRAETS 15 RESPONDING TO 1NAPPROPRIATE BEHAVIOR
16 PLANNED 19NORING 16 EXPLIEIT REPRIMANDS 17 DIFFERENTIAL REINJOREEMENT
17 RESPONSE COST AND TIME OUT 17 SUMMARY 18
IX
6
IMAGE 2
X CONTENTS
3. INGREDIENTS OF EFFECTIVE CONSULTATION
EVOLVING PERSPECTIVES ON CONSULTATION 20 DIRECT BEHAVIOR CONSULTATION 20
INSTRUCTIONAL COACHING 21 CONSULTATION RESEARCH 21 PERSPECTIVES FROM THE
FIELD: EXPERT CONSU1TANTS 22 THE ROAD TO EFFECTIVE CONSULTATION 24
BEGINNING THE JOURNEY: BUILDING A RELATIONSHIP 25 SUSTAINING THE
JOURNEY: CREDIBILITY, FACILITATION, AND PROBLEM SOLVING 26 DETOUR AHEAD:
COLLABORATIVE PLANNING AND OVERCOMING ROADBLOCKS 30 MASTER CONSULTANTS
32
KNOWING WHERE TO INTERVENE 32 ANTICIPATING PROBLEMS 36 SUMMARY 36
4. MOTIVATIONALLNTERVIEWING APPLIED TO TEACHER CONSULTATION
HOW DO PEOPLE CHANGE? 37 HISTORIC(D VIEW 37 REFLECTIONS ON PERSONAL
EXPERIENCES WITH CHANGE 38 WHAT DOES THE RESEARCH SAY? 39 AN OVERVIEW OF
MI 40
THE SPIRIT OF MI 41
CHANGE TALK 41 THE RULES OF MI 44 SPECIFIC STRATEGIES 45 USE YOUR OARS
45
ELICITING CHANGE TALK 47 EVOCATIVE RESPONSES 48 EVOCATIVE QUESTIONS THAT
EVOKE CHANGE TALK 48 CHANGE RULERS 50
IN ACTION: CHANGE RULER DISCUSSION 52 THE WHAT NEXT? QUESTION 54
RESPONDING TO CHANGE TALK 54 RESPONDING TO RESISTANCE 54
GUIDING PRINCIPLES 54 SPECIFIC STRATEGIES FOR RESPONDING TO RESISTANCE
57 DECISIONAL BALANCE 60 IN ACTION: DECISIONAL BALANCE 62 MI APPLIED TO
EDUCATIONAL CONSULTATION 66
ELICIT-PROVIDE-ELICIT 67 THE CHECK-LN QUESTION 69 DEVE10PING YOUR MI
SKILLS 69 SUMMARY 69
5. THE CLASSROOM CHECK-UP CLASSWIDE CONSULTATION MODEL
CONCEPTUAL FOUNDATION 70 THEORY OF CHANGE 70 FRAMES 71 CCU PROCEDURES 72
STEPS OF THE CCU 72 THE CCU PROCESS 73 CCU RESEARCH 74 SUMMARY 75
19
37
70
IMAGE 3
CONTENTS XI
6. INTERVIEW AND ASSESSMENT 76
THE CLASSRUOM CHECK-UP TEACHER INTERVIEW 76 PRIOR TU THE INTERVIEW 77
CONDUCTING THE INTERVIEW 77 SMNPLE INTERVIEW TRANSCRIPT 78 THE CLASSROOM
ECOLOGY CHECKLIST 86
CLASSROOM OBSERVATIONS 86 CRITICAL CLASSROOM MANAGEMENT VARIABLES 89
OPPO RTUNILIES TU RESPOND 90 CORRECT ACADEMIC RESPONSE 90
PRAISE 90 REPRIMANDS 93 STUDENT DISRUPTIVE BEHAVIOR 93 THE CLASSROOM
CHECK-UP LO-MINUTE CLASSROOM OBSERVATION FORM 93
STUDENT ENGAGEMENT 96 OVERALL CLASSROOM HATINGS 98 FROM DIRECT
OHSERVATION TO EFFECTIVE INTERVENTION 99 SUMMARY 102
7. FEEDBACK AND BEYOND
PREPARING FOR THE FEEDBACK SESSION 103 CONCEPTLUL.LI:::;ATION 105 THE
CLASSROO1/L CHECK-UP FEEDBACK FORM 106 COMPLETING THE CLASSROOM CHECK-UP
FEEDBACK FORM 106
SUMMA RY AND GUIDING PRINCIPLES 109 PRESENTING FEEDBACK TO THE TEACHER
109
INTRODUCTION AND OVERVIEW 109 DELIVERING THE FEEDBACK 111 SAMPIE
FEEDBACK SESSION 113 TRANSITION AND ACTION PLANNING 116
TRANSITION TO PLANNING 116 MENU OFOPTIONS 117 THE CLASSROOM CHECK-UP
ACTION PLANNING FORM 117 STEP 6 OF THE CCU MODEL: ONGOING MONITORING 125
MONITOR, REVIEW, AND REVISE 125 ONGOING PERFORMANCE FEEDBACK 125 NOTES
FROM THE FIELD: I-1ELPFUL TIPS, TROUBLESHOOTING, AND CASE EXAMPLE 128
HELPFUL TIPS 128
TROUBLESHOOTING COMMON MOTIVATIONAILSSUES 131
SUMMARY 136
103
8. DEVELOPING EFFECTIVE STRATEGIES FOR CLASSROOM CHANGE 137
CHARACTERISTICS OF EFFECTIVE INTERVENTIONS 138 ] NTERVENTION HIERARCHY
ANCL MENU GUIDE 139 INTERVENTION IDEAS FOR IMPROVING CLASSROOM STRUCTURE
140 CLASSROO1/L RULES {MD EXPECTATIONS 141
BE/WVIORAL ROUTINES 143 ACTIVE SUPERVISION 146
PRECORRECTION 147 ATTENTION SIGNAL 147 PHYSICAL LAYOUT 149 DAILY
SCHEDULE 150
IMAGE 4
XII
CONTENTS
INTERVENTION IDEAS FOR IMPROVING TEAEHER-STUDENT RELATIONSHIPS 151
LNCREASING NONCONTINGENT INTERACTIONS 152 INTERVENTION IDEAS FOR
IMPROVING INSTRUCTIONAI MANAGEMENT 153 LNCREASING OPPORTUNITIES TO
RESPOND 154 U SE OF EVIDENEE- BASED INSTRUETIONAI PRAETIEES 156
INTERVENTION IDEAS FOR RESPONDING TO APPROPRIATE BEHAVIOR 157 LNCREASING
BEHAVIOR-SPECIFIC PRAISE 157 USE OFGROUP CONTINGENCIES AND TOKEN
ECONOMIES 160 INTERVENTION IDEAS FOR RESPONDING TO INAPPROPRIATE
BEHAVIOR 163
PLANNED 19NORING 165 EXPLICIT REPRIMANDS 166 DIFFERENTIAL REINFORCEMENT
167 RESOUREES 171 SUMMARY 172
9. OTHER APPLICATIONS AND FUTURE DIRECTIONS 173
ADOPTING SPECINC EVIDENCE-BASED PROGRAMS OR CURRICULUM 173 THE CLASSROOM
AND BEYOND 177 CONCLUDING THOUGHTS 178
APPENDIX A. MOTIVATIONALLNTERVIEWING FORM 179
APPENDIX B. CLASSROOM CHECK-UP INTERVIEW AND OBSERVATION FORMS 181
APPENDIX C. CLASSROOM CHECK-UP FEEDBACK AND ACTION PLANNING FORMS 195
APPENDIX D. INTERVENTION PLANNING FORMS 209
REFERENCES 219
INDEX 225
|
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| author | Reinke, Wendy M. Herman, Keith C. Sprick, Randall S. |
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| dewey-ones | 371 - Schools and their activities; special education |
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| dewey-search | 371.102/4 |
| dewey-sort | 3371.102 14 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
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| indexdate | 2024-07-10T00:06:27Z |
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| isbn | 9781609182588 |
| language | English |
| lccn | 2011014645 |
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| physical | XII, 228 S. graph. Darst. |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Guilford Press |
| record_format | marc |
| series2 | The Guilford practical intervention in the schools series |
| spelling | Reinke, Wendy M. Verfasser aut Motivational interviewing for effective classroom management the classroom check-up Wendy M. Reinke, Keith C. Herman, Randy Sprick New York [u.a.] Guilford Press 2011 XII, 228 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier The Guilford practical intervention in the schools series Includes bibliographical references and index Classroom management Unterrichtsdisziplin (DE-588)4078635-3 gnd rswk-swf Unterrichtsführung (DE-588)4187078-5 gnd rswk-swf Unterrichtsführung (DE-588)4187078-5 s Unterrichtsdisziplin (DE-588)4078635-3 s DE-604 Herman, Keith C. Verfasser aut Sprick, Randall S. Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024420342&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Reinke, Wendy M. Herman, Keith C. Sprick, Randall S. Motivational interviewing for effective classroom management the classroom check-up Classroom management Unterrichtsdisziplin (DE-588)4078635-3 gnd Unterrichtsführung (DE-588)4187078-5 gnd |
| subject_GND | (DE-588)4078635-3 (DE-588)4187078-5 |
| title | Motivational interviewing for effective classroom management the classroom check-up |
| title_auth | Motivational interviewing for effective classroom management the classroom check-up |
| title_exact_search | Motivational interviewing for effective classroom management the classroom check-up |
| title_full | Motivational interviewing for effective classroom management the classroom check-up Wendy M. Reinke, Keith C. Herman, Randy Sprick |
| title_fullStr | Motivational interviewing for effective classroom management the classroom check-up Wendy M. Reinke, Keith C. Herman, Randy Sprick |
| title_full_unstemmed | Motivational interviewing for effective classroom management the classroom check-up Wendy M. Reinke, Keith C. Herman, Randy Sprick |
| title_short | Motivational interviewing for effective classroom management |
| title_sort | motivational interviewing for effective classroom management the classroom check up |
| title_sub | the classroom check-up |
| topic | Classroom management Unterrichtsdisziplin (DE-588)4078635-3 gnd Unterrichtsführung (DE-588)4187078-5 gnd |
| topic_facet | Classroom management Unterrichtsdisziplin Unterrichtsführung |
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