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Cultivating Behavioral Change in K-12 Students provides in-service educators with a long-term, team-based approach to enhancing their interventions and supports for struggling students. Given the clear visibility of trauma, crisis, and clinical challenges among children today, it is more important than ever that school professionals have the tools to create a more consistent culture of care at their schools. This book is driven by tried-and-true strategies refined across the three decades of implementation of the Behavior Intervention Support Team (BIST) Model. Comprehensive and compassionate, these evidence-based practices target the sustainable transformation of young learners'behavior and help to shift the mindsets of the adults working with them. Principals, administrators, mental health practitioners, and teacher-leaders will be better prepared and motivated to collaborate toward student behavioral change, foster productive relationships with children and families, encourage learners to hone skills specific to behavior management, and more.

Meeting a critical need, this accessible guide addresses the'whats,''whys,'and'how-tos'of developing and implementing effective Tier 2 social, emotional, and behavioral supports. The book provides explicit steps for identifying K–12 students who could benefit from Tier 2, matching evidence-based interventions to student needs, and making individualized, data-based decisions regarding adapting, fading, or intensifying supports. Chapters review exemplary interventions in the areas of conduct, self-regulation, social issues, emotional issues, and co-occurring academic and social–emotional–behavioral needs. The place of Tier 2 in schoolwide positive behavioral interventions and supports (PBIS) is explained, and keys to implementation fidelity are highlighted. In a large-size format for easy photocopying, the book includes 23 reproducible forms and checklists that can also be downloaded and printed. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Transform your chaotic classroom environment into a classroom of calm by fostering community, trust, and self-reflection.Calm is a choice. The key to a calm classroom isn't students who are obedient or quiet but students who feel empowered and safe. It starts with you as the teacher and your ability to foster an environment that supports emotional awareness, psychological safety and belonging, and connected relationships.In Cultivating a Classroom of Calm, mindfulness coach and former principal Meredith McNerney will help you promote student engagement and self-regulation using strategies grounded in neuroscience research. The book provides all the tools you need to•Discern the characteristics of a truly calm environment.•Explore the four dimensions of engagement.•Discover how trauma often affects students.•Balance empathy with accountability in the classroom.•Develop practices to regulate emotions and stress.As you explore how the brain can learn to make calm and responsible decisions, the book will guide you in building a personalized plan to cultivate calm for your students and yourself.When you understand your own basic emotional and relational needs, you can instill your own calmness and help your students learn how to do the same, cultivating a classroom environment in which every learner can grow.

This book is a comprehensive guide to the history and implementation of the tootling intervention that was designed to increase prosocial behaviors in school-aged children.Implementing Tootling Interventions provides practitioners with the resources and information needed to implement tootling effectively and successfully in their desired setting to increase prosocial behavior, decrease disruptive behavior, and increase academic engaged time for students. To address individuals of all abilities and ages, modifications are provided for early childhood education, elementary education, middle school, high school, special education, after-school programs, and more intensive behavioral settings. Specific components within tootling that lead to its effectiveness are discussed, along all the information and resources needed for this feasible, cost-effective intervention to be implemented.This book is ideal for classroom teachers, school psychologists, social workers, or other school professionals looking for a practical and effective intervention to increase the prosocial behavior of their students.

Imagine a day in the classroom where you can devote all your energy to student learning instead of battling challenging behavior. In Motivated to Learn, you will gain evidence-based approaches for engaging students and equipping them to better focus in the classroom. With this book's straightforward strategies, you can learn to motivate all your students to actively participate in learning. PreK–12 educators will: Discover the root causes of challenging behavior Learn how to implement student choices in the classroom Explore self-monitoring as a way to improve social behavior and academic success Examine precorrection as a way to be proactive in the classroom when it comes to challenging behaviors Contents: Introduction Chapter 1: Challenging Behaviors—Why Students Exhibit Them and How These Behaviors Impact Academic Engagement Chapter 2: I'd Like a Choice—A Guide to Implementing Choice Chapter 3: It's All About the Reward—A Guide to Token Economies Chapter 4: Set Them Up for Success—A Guide to High-Probability Sequencing Chapter 5: Teamwork Makes the Dream Work—A Guide to Classwide Peer Tutoring Chapter 6: Put the Students in Charge—A Guide to Self-Monitoring Chapter 7: Call on Me—A Guide to Opportunities to Respond Chapter 8: Remember What We Talked About—A Guide to Precorrection Epilogue Appendix: Resources for Teachers References and Resources Index

This is the roadmap educators need to create a customized intervention system for their unique circumstances. Packed with research-based strategies, The Road to Success With MTSS is an exceptional tool for educators beginning their school's multitiered system of supports (MTSS) journey and those who have already come so far and are looking to reflect and reset for success. Educational leaders and teachers will: Embrace the multifaceted approach of MTSS, which includes academic, social-emotional, and behavioral needs Understand and anticipate obstacles to MTSS implementation while also learning how to overcome them Better assess student learning and growth Use a wide variety of tools to customize their MTSS journey Read case studies drawn from the authors'and their colleagues'experiences, as well as from research and literature in the MTSS field Contents: Introduction Chapter 1: What Practices and Elements Make Up Tier 1? Chapter 2: What Practices Make Up Tier 2 and Tier 3? Chapter 3: Where Are We and What Are the Next Steps? Chapter 4: What Is the Implementation Process? Chapter 5: What Does Student Evidence Reveal? Epilogue Appendix: Case Studies References and Resources Index

Learn how to implement a restorative justice approach that reduces suspension and expulsion rates, without compromising school safety and classroom order. Author Dr. Zachary Scott Robbins, who has turned around schools in Boston, Massachusetts, and Las Vegas, Nevada, explores the assumptions that underpin school policies that lead to high rates of suspensions and expulsions, especially for African-American students. He shares his experiences using Restorative Justice Tribunals and Restorative Justice Circles, which strike an effective balance between serving consequences to students who misbehave and providing them with therapeutic wraparound supports. This powerful book will help school leaders avoid discriminating based on race, national origin, or disability; will improve school climate; and will help teachers spend less time on discipline, so they can have more time for instruction and preparing students to graduate.

Build the behavior system your students need and deserve Students deserve a safe, welcoming, and tolerant learning environment in which high expectations for academic and social/emotional learning will flourish. To achieve this, schools must implement consistent behavior initiatives that are rooted in equity and clear in outcome and purpose. Which plan is best for your students'needs? In Building Behavior, authors Jessica Djabrayan Hannigan and John Hannigan identify the strengths of six major research-based behavior initiatives and offer practical guidance for implementing one or more that meet the unique needs of your students and school. They explore and connect the relationship of effect sizes and influence of six common behavior initiatives—Positive Behavior Interventions and Supports, Character Education, Restorative Justice, Culturally Responsive Teaching, Trauma Informed Practices, and Social and Emotional Learning—to help educators understand the purpose of each and give school leaders a starting point for adding to, refining, or building a tailored behavior system that is effective and manageable. Building Behavior includes: Common definitions, frameworks, best practice resources, and tips for implementing and synthesizing each of the behavior initiatives Reflective prompts that connect the existing body of knowledge with real life experiences and practices Reproducible resources, including sample schoolwide and district-wide assessments Tips to avoid common implementation challenges and missteps Don't just reach for the'next best thing.'Learn to select, self-assess, and build a plan for effective implementation of a behavior system that meets the diverse academic and social/emotional learning needs of your students.'This book offers comprehensive, unbiased information on effective behavior initiatives and provides effective tools for implementing the action plan that best fits a school. It provides a one-stop shop that educators can use to evaluate their current behavior plan, research the most current behavior initiatives, and tailor-fit an initiative for their school.'- Mandy White, Science Teacher, Vicenza Middle School, U.S. Department of Defense Education Activity

Now revised and expanded with the latest research and adaptations for additional target behaviors, this is the gold-standard guide to Check-In, Check-Out (CICO), the most widely implemented Tier 2 behavior intervention. CICO is designed for the approximately 10–15% of students who fail to meet schoolwide behavioral expectations but who do not require intensive, individualized supports. In a large-size format for easy photocopying, the book includes step-by-step procedures and reproducible tools for planning and implementation. At the companion website, purchasers can download and print the reproducible tools and can access online-only training materials, sample daily progress reports, and an Excel database for managing daily data. (Second edition subtitle: The Behavior Education Program.) New to This Edition •Chapters on CICO in alternative educational settings and for students with internalizing behavior problems. •Content on using CICO for attendance issues, academic and organizational skills, and recess behavior problems. •Chapter on layering additional targeted interventions onto CICO. •Chapter with specific recommendations for training and coaching school teams. •Expanded chapters on frequently asked questions, implementation in high school, and culturally responsive practices. •Supplemental online-only training and data management tools. •Updated throughout with current data and evidence-based procedures. See also Dr. Hawken's downloadable training video, Check-In, Check-Out, Second Edition: A Tier 2 Intervention for Students at Risk. Also available: the authors'work on intensive interventions for severe problem behavior, Building Positive Behavior Support Systems in Schools, Second Edition: Functional Behavioral Assessment. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Ensure that Every Child Achieves Academic and Social Success An equity-based multi-tiered system of support (MTSS) helps school teams engage all students across the full range of learning needs. MTSS ensures that the vision of equity for every student is achieved, with high expectations and quality instruction, while not straining a school's budget or personnel. Amy McCart and Dawn Miller seek to transform education so that it benefits educators, students, their families, and ultimately the communities in which they live. The authors do this by providing tools and methods to implement equity-based MTSS to improve academic, behavior and social outcomes for all students. This strategy-filled book teaches you how to • Engage all students in learning through an equity-based approach • Analyze and utilize your resources • Apply strengths- and evidence-based principles for implementation • Incorporate effective tools to systematize MTSS Authentic examples across multiple grade levels and subjects contextualize the proven method presented in this book. The authors draw on their experience as SWIFT Education Center professional developers to guide you into creating an MTSS tailored to be effective for your student body.

Creating Calm Classrooms presents easy-to-follow and guaranteed to succeed strategies, teacher behaviors and class management practices that the author successfully deployed to create oases of peace and tranquility in his classrooms in more than twenty years of teaching in urban schools. The methods contained in this book can enable any teacher, regardless of lack of experience, to create calm classroom environments in which teaching and learning flourish without the strenuous stresses of students'misbehavior. Unlike most books on classroom management, Creating Calm Classrooms is not espousing a narrow academic theory on classroom management arrived at through a narrowly focused study carried over a year or two. This book is a rich distillation of knowledge gathered, examined and refined in more than two decades of teaching. The teacher behaviors, management practices and students'reactions described here yielded classrooms for the author where he was always able to teach and the students were also always ready to learn. It is not an exaggeration that this is the kind of knowledge that every teacher in the USA should have before he or she steps into a classroom to teach.

Tasked chiefly with providing effective instruction, classroom teachers must also manage student behavior. Prevalence of student problem behavior is a strong indicator of failing schools, and has been linked to reduced academic achievement, truancy, bullying, and loss of teacher time. As such demand is on the rise for intervention programs that may effectively reduce levels of problem behavior in schools. Handbook of Behavioral Interventions in Schools is a comprehensive collection of evidence-based strategies for addressing student behavior in the classroom and other school settings. Experts in the fields of special education and school psychology provide practical guidance on over twenty behavior interventions that can be used to promote appropriate student behavior. Framed within a multi-tiered system of support, a framework representing one of the predominant service delivery models in schools, interventions are categorized as Tier I, Tier II, or Tier III, and chapters provide insight into how students might be placed in and moved through respective levels of service intensity. Each chapter details a specific intervention strategy, and includes reproducible materials to facilitate use of the intervention, case studies, and further reading for school-based practitioners. Introductory chapters on behavior analysis, multi-tiered systems of support, and law and ethics place the practical guides in a context that is relevant for school-based practice. Walking readers through the entire process of assessment of problem behaviors to intervention and progress monitoring, Handbook of Behavioral Interventions in Schools is an invaluable resource for special education teachers, school psychologists, and trainees in these fields.

A revised and updated edition of the best-selling guide for schools implementing PBIS Tier 1 PBIS (positive behavior interventions and supports) is the most important tool educators have to deal with disruptive student behaviors. This revised and updated handbook provides detailed guidelines for implementing and sustaining PBIS for schools and teams. New in this edition is a chapter addressing inequity and bias in behavior referrals and discipline; a tiered fidelity inventory (TFI) to evaluate adherence to PBIS practices; different methods of data collection; and new research on sustainability. Positive school climates are not achieved through expulsions, suspensions, or detentions, but instead through collective analysis and data-driven decision-making. Downloadable digital content offers a PDF presentation to aid staff buy-in and customizable forms to help manage data and assess progress with ease.

This book was written as a resource guide for educational and mental health professionals and policymakers, as well as families and communities seeking to develop programming to reduce school violence and promote safe, engaging, and effective schools. This book explores the growing crisis in school safety and security through the lens of the roles that mental health and student and community well-being play in creating environments that are resistant to violent and antisocial behavior. The book gives practical information and research on school, classroom or community applications, the latest trends and issues in the field, and best practices for promoting student health and well-being. It also covers violence prevention measures and protocols to follow in crisis intervention situations. Issues of culture, gender and society are specifically addressed.

Scholars and policymakers increasingly call for evidence-based, prevention-oriented, and community-driven approaches to improve public health and reduce youth crime, substance use, and related problems. However, few functional models exist. In Communities that Care, four leading experts on prevention describe one such system to illustrate how communities effectively engage in prevention activities. Communities That Care (CTC) is a coalition-based prevention system implemented successfully in dozens of communities across the world that promotes healthy development and reduces crime rates for youth. Drawing on literature from criminology, community psychology, and prevention science this book describes the conditions and actions necessary for effective community-based prevention. The authors illustrate how effective community-based prevention can be undertaken by describing how the CTC prevention system has been developed, implemented, evaluated, and disseminated across the U.S. and internationally. Communities that Care shares invaluable lessons about the implementation and evaluation of community-level interventions and establishes a set of best practices for anyone seeking to engage in and/or evaluate effective prevention efforts.

Controlling Our Children: Hegemony and Deconstructing the Positive Behavioral Intervention Support Model represents the first steps in a protest movement. It is a microscopic look into a system that educators take for granted as a positive force for children. In a thorough and detailed fashion, Thomas David Knestrict deconstructs the troubling history, development, and eventual embrace of a ubiquitous system of control that our public schools and government now mandate for use. Knestrict uses a powerful social justice lens to reconstruct the framework of a more responsive and just system of supports that result in autonomy, not scripted control. Controlling Our Children is perfect for pre-service teachers learning how to manage a classroom that fosters autonomy and an internal locus of control. It is also a perfect book for a graduate-level course in discipline discourse or disability studies. This book is for anyone who is at all worried about imposed systems of control that hinder the development of free will, freedom of choice, and personal autonomy in an age of false news, political manipulation, and control.

Help students with the toughest behavior challenges Round out your school's PBIS system with this comprehensive guide! You've already established school-wide behavior systems and developed solutions for at-risk students—now you'll implement effective interventions for students with the most challenging behavior needs. Like companion volumes The PBIS Tier One Handbook and The PBIS Tier Two Handbook, this interactive resource takes you step by step through the implementation of intensive interventions within a multi-tiered system of support. Filled with practical examples, case scenarios, and rubrics, this book helps teams Identify students in need of Tier Three support Create procedures and protocols for students in both general education and special education Develop individualized interventions based on student needs and data Students needing Tier Three help are few in number, but they can have the biggest impact on individual classrooms and school culture. By providing the intensive interventions students need in a systematic, thoughtful manner, you can improve outcomes for all students.

Move away from one-size-fits-all support—to targeted interventions that work! In this highly anticipated follow-up to The PBIS Tier One Handbook, you'll find everything you need to continue transforming support in your school. Where that book focused on establishing schoolwide behavior systems, this volume addresses interventions that target specific student needs. No more fitting square pegs in round holes—instead you'll develop a menu of data-driven Tier Two solutions that give students the help they need…without overtaxing school resources. This handbook features: A framework for developing, implementing, monitoring, and sustaining each level of the system Rubrics for identifying current states of implementation and filling in gaps Practical examples and case scenarios from more than 400 schools When schools take a positive approach to behavioral issues, everyone benefits. With this step-by-step guide, you'll create Tier Two systems that make a difference—and put at-risk students on the path to success.

There is a national crisis in education, and it's not the highly-debated philosophical discussions or heated political arguments we are used to hearing. Survey data establishes the fact that classrooms throughout the nation suffer from the presence of a small percentage of misbehaving students. Teachers are ill-equipped to deal with these disruptive students, resulting in lost classroom time and demoralized educators who are perpetually blamed for the student's bad performance. The root cause of these misbehaving children is not a lack of intellectual ability, but a lack of character and grit; the important noncognative skills required for success in life. The Kids are Smart Enough is a book of hope with surprisingly practical solutions revealed by listening to teachers, learning from data, and looking for the root cause. This book will help you to discover how struggling students can be reached and teachers encouraged.

This indispensable course text and practitioner resource, now fully revised, has helped tens of thousands of readers implement evidence-based interventions to improve students'academic achievement and behavior in PreK–12. The volume presents best-practice guidelines and step-by-step procedures for 83 interventions that can easily be implemented by teachers and other school-based professionals. It is a go-to book for those working in a multi-tiered system of support (MTSS) or response-to-intervention (RTI) framework. User-friendly features include recommended print and online resources and 10 reproducible forms. Purchasers get access to a webpage where they can download and print the reproducible materials in a convenient 8 1/2'x 11'size. New to This Edition: •Updated throughout to reflect current research-based best practices. •20 new interventions. •Chapter on important skills for intervention success. •The intensity of each intervention (classwide, small-group, and/or individual) is now specified. •Behavior chapter has been reorganized for easier use. •Downloadable reproducible tools.

A widely used practitioner guide and text, this book presents a blueprint for meeting the challenges of severe problem behavior in grades PreK-8. It shows how to provide effective behavior support for the 1-5% of students who require intensive, individualized intervention. Case examples illustrate step-by-step procedures for identifying student needs using functional behavioral assessment (FBA) and designing, implementing, and evaluating team-based behavior support plans (BSPs). The book also describes how to build school- and districtwide capacity to conduct FBA-BSPs. Reproducible forms and worksheets are included; purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2'x 11'size. New to This Edition: •Incorporates current FBA-BSP research and best practices. •Chapters on developing districtwide capacity; FBA apps and software; applications for academic problems; and early childhood settings. •Increased attention to FBA-BSP as a Tier III intervention within a multi-tiered framework. See also the authors'less intensive intervention for moderate problem behavior: Responding to Problem Behavior in Schools, Second Edition: The Behavior Education Program, and the related training DVD, Check-In, Check-Out, Second Edition: A Tier 2 Intervention for Students at Risk.

This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. Here are numerous school-wide and individual strategies for measuring, assessment, and dealing effectively with behavior challenges in today's regular and special education classrooms. Ideal for classroom management or behavior management courses with an emphasis on school-based environments, Zirpoli's Behavior Management is research based while focusing on the practical aspects of the behavior challenges educators commonly face. Included are functional applications and examples, including Classroom Connections and reflections on these connections; discussion questions; a number of embedded, meaningful examples for teachers and other caregivers; and related Internet links.

Harness the proactive power of PBIS to improve student behavior More punishment won't improve student behavior. Now, there's a better way: The Positive Behavior Interventions and Supports (PBIS) Champion Model. Through this breakthrough alternative, schools have reduced disciplinary incidences by 50% or more by implementing proactive, school-wide prevention practices. This research-based, action-oriented framework written by leading experts in PBIS implementation, will show you how to create a school culture where all students achieve both social and academic success. You'll find: A convincing case for why teaching appropriate behavior, rather than punishing inappropriate behavior, is more effective for creating an environment conducive to learning A step-by-step framework for implementing a comprehensive systems approach, with specific actions to develop, monitor, and sustain each level of the system Success stories from teachers and administrators who have implemented the PBIS Champion Model Self-assessment exercises to ensure PBIS implementation starts on the right track and stays there Through this approach, you'll have the tools to create a school environment that accelerates learning and has a positive impact on the emotional, social, academic, and physical well-being of every child.'This concisely-crafted book provides schools a systematic and doable framework for a comprehensive approach to building school climate, recognizing positive and appropriate behavior, and reducing detrimental school issues.'Katy Olweiler, MA, MPA, NCC, Counselor Lakeside School, Seattle, Washington'Finally, we have a book that will impress readers who need to understand PBIS and become a resource on how to implement it successfully.'Roberto Pamas, Principal O.W. Holmes Middle School, Alexandria, Virginia

In this groundbreaking book, Eric Toshalis explores student resistance through a variety of perspectives, arguing that oppositional behaviors can be not only instructive but productive. All too often treated as a matter of compliance, student resistance can also be understood as a form of engagement, as young people confront and negotiate new identities in the classroom environment. The focus of teachers'efforts, Toshalis says, should not be about “managing” adolescents but about learning how to read their behavior and respond to it in developmentally productive, culturally responsive, and democratically enriching ways. Noting that the research literature is scattered across fields, Toshalis draws on four domains of inquiry: theoretical, psychological, political, and pedagogical. The result is a resource that can help teachers address this pervasive classroom challenge in ways that enhance student agency, motivation, engagement, and academic achievement. The coauthor ofUnderstanding Youth: Adolescent Development for Educators (Harvard Education Press, 2006), Toshalis blends accessible explanations of theory and research with vignettes of interactions among educators and students. In Make Me!, Toshalis helps teachers perceive possibility, rather than pathology, in student resistance.

Behavior Management: Pearson New International Edition PDF eBook

College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms. Special features include: Vignettes from seasoned faculty that provide thoughtful reflections and advice from everyday experience. Research-based suggestions and intervention techniques to help faculty better assess, intervene, and manage difficult behavior. Coverage of special populations, including nontraditional, veteran, and millennial students. Discussion of the latest laws and regulations that should affect and inform faculty's decisions.

Providing individual and group counseling for secondary school students was once a major priority for secondary school counselors. However, many guidance programs have abandoned this role, and counselors have become quasi-administrators who spend most of their time scheduling students for classes, managing mandated testing programs, resolving discipline issues, and advising students on college admissions. Counseling students on personal and well-being issues takes up a very small part of the time.In many school districts, social workers, student assistance counselors, and school psychologists have taken over the counseling duties. Critical issues are now causing school leaders to consider reorganizing school guidance staff so there is a cadre of counselors trained and charged with the mission of providing individual and group counseling for troubled teens. First, the number of troubled teens arriving at the schoolhouse door looking for help has exploded. Second, budget cuts have eliminated or drastically curtailed many of the services of social workers, student assistance counselors, and psychologists. The result? Many once open doors for help are now closed, and schools'counseling services are failing many students, parents, and educators in need of intervention. This book provides a new model in which well-trained counselors can once again regain their historic role in counseling troubled teens, parents, and training staff and students on the front lines to act -- not look the other way -- when they observe a student heading towards the margins of school life.

77 practical activities that reinforce positive behavior Every teacher dreams of the perfect, well-behaved class, but the reality can be quite different. On those less-than-perfect days, having a system in place helps you and your students stay on track. This gold mine of teacher-developed and -approved strategies goes beyond classroom management theory and gives you ready-to-use tools that not only encourage positive behavior, but also empower students to take responsibility for their behavior. This book is organized into two sections: the first provides general classroom operating principles for maintaining control of the classroom and for helping teachers with day-to-day classroom management; and the second is chock full of teacher-friendly activities to promote an enhanced classroom environment. Excellent for all students, these strategies will help you:Improve your teaching and classroom management skillsEnhance your knowledge baseMaintain a positive attitude so that you can be proactive rather than reactiveAlso included are a quick-glance chart that groups the activities by appropriate grade level and checklists for classroom procedures and routines, teacher classroom management, and self- evaluation. Are you ready to get started? Let these'best of the best'activities lead the way!

Ever since the first schools opened their doors, teachers have struggled to find ways to successfully deal with misbehaving students. Many have found nothing but stress and frustration in their attempts to bring order to their classrooms. Unfortunately, this problem is not going away. As times and students change, teachers are finding that old methods of classroom management are no longer working.The time has come for teachers to learn a different style of classroom management. They can no longer rely on old strategies of anger and intimidation. Discipline Without Anger shows teachers how to successfully manage their classes so that they can be free to teach without having to become bullies to keep order.There are many potentially great teachers today who are teaching poorly (or not teaching at all) because of weaknesses or fears in the area of classroom management. As a result, our schools and students are paying a price. It is time that teachers learn how to successfully handle student misbehavior and finally reach their full potential.

This much-needed guide shows how to implement positive behavior support (PBS) strategies in secondary settings, using a three-tiered approach. The authors adapt the core ideas of PBS to the developmental context of adolescence and the organizational structures of middle schools and junior and senior high schools. With an emphasis on data-based decision making, the book provides ideas and examples for meeting the behavioral needs of all students, from those with emerging concerns to those with ongoing, chronic problems. It takes practitioners step by step through planning, implementing, evaluating, and sustaining schoolwide, small-group, and individual interventions. In a convenient large-size format, the book includes useful reproducible forms. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

This book has been replaced by Responding to Problem Behavior in Schools, Third Edition, ISBN 978-1-4625-3951-2.

This study offers a lens on two kindergarten classrooms, examining moments of disobedience as children interacted with children, their teachers, and the space and time elements of the classroom environments. Through Eisner's educational criticism, author Sherry Leafgren also examines the elements of school, kindergarten and teachers within the spaces of their intersections with the children. While past research has directed our attention to addressing the problem of classroom disobedience, Leafgren provides an opportunity and means to view these familiar actions through fresh lenses of possibilities. Predicated by an event in the researcher's teaching life, she utilizes Deleuze and Guattari's rhizoanalysis to openly seek lateral paths of understanding by linking and folding the findings with texts other than those that would be normally used toward developing new understandings and questions regarding children's disobediences. An earlier version of this book was awarded the distinguished dissertation award from the International Institute for Qualitative Methodology.

(orginally published by Jossey-Bass 1990) Changing Problem Behavior in Schools presents an innovative approach to dealing with classroom behavior problems that can be used successfully by teachers as all grade levels, counselors, and administrators. The authors draw on techniques and strategies developed by family therapists to show how behavior can be changed and chronic problems eff ectively addressed. They off er numerous examples—drawn from the authors'research on over two hundred cases—to illustrate problemsolving methods used successfully in classrooms, lunchrooms, and a variety of other school settings and situations. They suggest ways to build on successes and maintain an ongoing system for handling problem behavior. And they provide guidelines for analyzing unsuccessful attempts at changing behavior and off er advice on how to handle relapses. The book examines ways to overcome a wide range of student problems, such as fighting, sleeping in class, and tardiness. It also includes advice on solving staff relations problems such as disagreements over student placement — as well as problems between the school and the community such as a lack of cooperation from parents. A valuable resource section includes practice activities that provide step-by-step instructions for applying each of the book's specific problem-solving techniques in the school or classroom. The approach to problem behaviors in the school described in this book is called'ecosystemic'because problem behavior is viewed as a part of, not separate from, the social setting within which it occurs. The book is divided into three parts. The three chapters in Part One describe the ecosystemic framework used to explain problem behavior. Chapter 1 analyzes how social, personal, and professional factors influence individuals'perceptions of events and contribute to keeping their behavior in problem situations from changing. Chapter 2 describes the usefulness of the concept of ecosystem and explains how problems and solutions are viewed from an ecosystemic perspective. Chapter 3 focuses on how to recognize and use ecosystemic clues to help develop the flexible approach to problem solving. Part Two of the book, consisting of chapters 4 through 9, presents ecosystemic methods for promoting change in problem situations. Each chapter is devoted to a different ecosystemic technique. Each chapter follows the same format: the technique is described, case examples are presented and discussed, and the essential elements of the technique are reviewed. The three chapters in Part Three encourage readers to implement techniques from Parts One and Two. A resource section concludes the book.

Following nearly a decade of research, this account solves the mysterious death of biochemist Frank Olson, revealing the identities of his murderers in shocking detail. It offers a unique and unprecedented look into the backgrounds of many former CIA, FBI, and Federal Narcotics Bureau officials—including several who actually oversaw the CIA's mind-control programs from the 1950s to the 1970s. In retracing these programs, a frequently bizarre and always frightening world is introduced, colored and dominated by many factors—Cold War fears, the secret relationship between the nation's drug enforcement agencies and the CIA, and the government's close collaboration with the Mafia.

This highly practical resource and text presents 70 interventions that have been demonstrated to improve the classroom learning environment, academic achievement, and student behavior and social competence. Each intervention is presented in a brief, standardized format with step-by-step procedures that can easily be implemented by Pre-K-12 teachers and other school-based professionals. The volume includes best-practice guidelines for designing, implementing, and evaluating evidence-based school interventions, as well as strategies for combining multiple interventions to create a comprehensive program at the individual, class, or schoolwide level. New in this Edition:•Substantially revised and expanded to reflect significant developments in research and practice. •Designed for full compatibility with a response-to-intervention framework.•42 of the 70 interventions are entirely new.•A new chapter on preschool interventions.•Expanded coverage of curriculum-based measurement procedures.•A new category of proactive interventions targeting positive relationships in the classroom.

'Teachers of young children will feel validated by this book that explains the issues underlying behaviors that challenge us on a daily basis and shows how to address them effectively.'-Xiomara Sánchez, NBCT, Dual Language Pre-K Teacher, Darwin Elementary School, Chicago, IL'Covers the breadth of children′s behaviors that teachers are likely to see, and describes the major motivators for them very well. The examples and scenarios are highly interesting, meaningful, and transferable to classroom practice.'-Gail Hardesty, Early Reading First Mentor, Chicago Public Schools, IL Increase your understanding of children to guide and shape behavior in positive ways! Teachers are masterful in balancing the diverse backgrounds, social-emotional needs, and academic goals of children in their classroom-that is, if they can only get them to sit still, pay attention, keep their hands off of each other (or out of the fish tank), or a host of other effective aggravations! But creating a classroom of attentive learners takes more than swift discipline-it involves helping children make good behavioral choices by developing their self-control rather than controlling them to make the choices we prefer. Difficult Behavior in Early Childhood offers insight into understanding why certain children behave in certain ways, so teachers can react appropriately to individual behaviors and needs. In an engaging, conversational tone, the book covers: Reconciling the different behavioral expectations of families and schools Applying timeout effectively Motivating children immediately and powerfully Establishing and following through with boundaries Developing behavior incentive plans that work Identifying early signs of depression, anxiety, grief, and special needs Through informed practice, teachers can bring about positive behavioral change and healthy, productive development.

Levine shows us how to observe, question, and think about children's problem behaviors in school from the child's perspective so we can understand what is motivating children to act as they do before we intervene. Cases included in this book range from noncompliance and poor academic performance to disinhibition, suspected ADHD, PTSD, and injury-caused acting out.Understanding children's problem behaviors in school— seeing beyond the surface actions to reveal and name the root needs fueling those actions—is vital to helping the child. Yet, whether teachers in schools or parents at home, adults often make quick, cursory assessments, then an intervention is sprung. Explanations might be sought from the child, who often resists and becomes more distant. Punishment can occur and things are taken away, but the behavior worsens. These scenarios and similar occurrences frustrate parents, teachers, and other school professionals alike. In Learning from Behavior, Levine shows us how to observe, question, and think about problem behaviors in such a way that we can understand what is motivating the children to act as they do. Behavior, after all, often represents what the child cannot communicate, due to language limitations, level of psychological development, or traumatic experience. Children think differently; they are not small adults. We need to understand the behavior from the child's perspective before we can intervene to change the behavior. Author Levine shows us, incorporating illustrative vignettes, how to do that.Step by step, Levine, a clinical social worker experienced as a consultant to dozens of schools, helps us take the astute advice cited in one children's song we've all heard: stop, look and listen, to first understand the behavior. Question the causes. Cases included in this book range from noncompliance and poor academic performance to disinhibition, suspected ADHD, PTSD, and injury-caused acting out. We hear about the history of behavioral interventions, listen as children tell us how they perceive these interventions, and look over the social worker's shoulder as effective helping strategies are put into action. As Levine explains, Given the challenges we share communally in helping children, we should do everything possible to learn more about children's behavior, enhance our methods for reaching out to them, and refine our approaches to intervention. All of us—teachers, parents, clinicians, researchers, and administrators, along with the children we serve—must participate in this vital endeavor.

In Walden Two, behavioral psychologist B. F. Skinner describes one of the most controversial fictional utopias of the twentieth century. During the 1960s and 70s, this novel went on to inspire approximately three dozen actual communities, which are entertainingly examined in Hilke Kuhlmann's Living Walden Two. In the novel, behavioral engineers use positive reinforcement in organizing and'gently guiding'all aspects of society, leaving the rest of the citizens'free'to lead happy and carefree lives. Among the real-world communities, a recurrent problem in moving past the planning stages was the nearly ubiquitous desire among members to be gentle guides, coupled with strong resistance to being guided. In an insightful and often hilarious narrative, Hilke Kuhlmann explores the dynamics of the communities, with an in-depth examination of the two surviving Skinnerian communities: Comunidad Los Horcones in Mexico, and Twin Oaks in Virginia. Drawing on extensive interviews with the founders and key players in the Walden Two communities, Kuhlmann redefines the criteria for their success by focusing on the tension between utopian blueprints for a new society and communal experiments'actual effects on individual lives.

This book is organized around CBUPO, the basic psychological needs of all students: competence,,belonging, usefulness, potency, and optimism. When teachers and schools focus on meeting these needs, the rate of at-riskness is drastically reduced. This book presents practical strategies and tips to help teachers and administrators help all students become successful learners. The revised edition offers new material on using classroom assessment, complying with standards and high stakes testing, an updated approach to evaluating At-Risk Prevention programs, and alternative strategies for meeting the motivational needs of at-risk youth, from developmental constructivism to mastery learning.

This indispensable volume presents an up-to-date conceptual model and practical tools for meeting the challenges of severe problem behavior in elementary and middle-school settings. The focus is on developing and implementing team-based support plans for the 1-5% of students who require intensive, individualized behavioral assessment and intervention. Outlined are field-tested procedures that enable the practitioner to evaluate student needs using functional behavioral assessment; transform assessment results into practical, function-based interventions; develop school-wide systems that support the assessment and intervention process; establish clear roles for leaders and members of behavior support teams; and work collaboratively with administrators, teachers, students, and parents. A much-needed resource and text, the book features illustrative case examples, figures, and charts. Also included are reproducible assessment instruments, parent and teacher forms, sample meeting agendas, and other useful materials.Note: A less intensive, prevention-oriented intervention for students with moderate problem behavior is presented in the complementary volume, Responding to Problem Behavior in Schools.

Multiculturalism and the Politics of Guilt extends Paul Gottfried's examination of Western managerial government's growth in the last third of the twentieth century. Linking multiculturalism to a distinctive political and religious context, the book argues that welfare-state democracy, unlike bourgeois liberalism, has rejected the once conventional distinction between government and civil society. Gottfried argues that the West's relentless celebrations of diversity have resulted in the downgrading of the once dominant Western culture. The moral rationale of government has become the consciousness-raising of a presumed majority population. While welfare states continue to provide entitlements and fulfill the other material programs of older welfare regimes, they have ceased to make qualitative leaps in the direction of social democracy. For the new political elite, nationalization and income redistributions have become less significant than controlling the speech and thought of democratic citizens. An escalating hostility toward the bourgeois Christian past, explicit or at least implicit in the policies undertaken by the West and urged by the media, is characteristic of what Gottfried labels an emerging “therapeutic” state. For Gottfried, acceptance of an intrusive political correctness has transformed the religious consciousness of Western, particularly Protestant, society. The casting of “true” Christianity as a religion of sensitivity only toward victims has created a precondition for extensive social engineering. Gottfried examines late-twentieth-century liberal Christianity as the promoter of the politics of guilt. Metaphysical guilt has been transformed into self-abasement in relation to the “suffering just” identified with racial, cultural, and lifestyle minorities. Unlike earlier proponents of religious liberalism, the therapeutic statists oppose anything, including empirical knowledge, that impedes the expression of social and cultural guilt in an effort to raise the self-esteem of designated victims. Equally troubling to Gottfried is the growth of an American empire that is influencing European values and fashions. Europeans have begun, he says, to embrace the multicultural movement that originated with American liberal Protestantism's emphasis on diversity as essential for democracy. He sees Europeans bringing authoritarian zeal to enforcing ideas and behavior imported from the United States. Multiculturalism and the Politics of Guilt extends the arguments of the author's earlier After Liberalism. Whether one challenges or supports Gottfried's conclusions, all will profit from a careful reading of this latest diagnosis of the American condition.

Macciomei and Ruben provide the first compendium entirely devoted to the exigency and pathology of serious teen aggression, including homicidal and combative problems. It responds to the national wave of school shootings and teen crime dangerously threatening classrooms. Failures of traditional disciplinary practice cause perennial frustrations for principals, teachers, and school districts in general.This professional guide steps up to the challenge of this chaos and provides empirically tested methods for classroom application including advancing steps to integrate school and community, alternative assessments, cultural diversity programming, and peer-mediation innovations. Easy-to-use methods based in research discussion prove that public school systems can win the war against urban oppression.

Students in Discord fills a void in the professional literature concerning adolescents with emotional and behavioral disorders by providing theoretical information about psychiatric and psychological diagnoses with practical information about actual public school students who show both externalizing and internalizing disorders. In the process, the book provides understanding about disorders in childhood and adolescence and enhances understanding of federal guidelines on emotional disturbance, specifically those provided in the Individuals With Disabilities Education Act. The author provides suggested educational strategies that represent behavioral, psychological, sociological, and environmental models and that aim to both decrease undesirable behaviors and increase desirable ones.Theoretical issues covering disorders related to personality, disruptive behavior, eating, mood, anxiety, and development are illustrated by 57 adolescents whose feelings and behaviors are presented through anecdotal material, direct quotes from them and their teachers, life facts, and student writings. Additional perspectives are provided by comparing federal and practical definitional characteristics of emotional disturbance and discussing concerns about the inability of students with emotional and behavioral disorders to detach, the inclusion of socially-maladjusted students in the ED (emotionally disturbed) category, and the interrelation of emotional and behavioral disorders.

As learners with special educational, developmental, and behavioral needs are increasingly integrated into the community, it is essential that appropriate and dignified ways of responding to their needs are found. This book advocates and explores the use of alternative, nonaversive intervention procedures, demonstrating through case histories how appropriate methods can yield positive results, even for those with the most challenging behavioral problems. It will be of exceptional value to professionals in the field, as a resource for program administrators, residential care providers, rehabilitation counselors, and parents, and as a text for preservice personnel.“Promises to have significant and widespread impact on the improvement of intervention programs designed to modify problem behaviors.”—Mental Retardation

The war on drugs... the campaigns against smoking cigarettes... v-chips to control what children watch on TV... censoring the Internet and Calvin Klein jeans ads...bipartisan lectures about the dangers of teen sex... constant warnings about food and fat... all are examples of what David Wagner terms the'New Temperance.'The New Temperance contrasts the new obsession with personal behavior in America during the last two decades with the brief period of relative freedom in the 1960s and early 1970s and suggests strong consistencies with our past. In particular, the late twentieth century appears to have re-created the mood of the Victorian and Progressive Periods, when social movements such as the Temperance, Social Purity, and Vice and Vigilance movements held sway. The New Temperance questions the constant mantra in the media and in political debates about the dangers of personal behavior and challenges America's love affair with repression.

This social skills curriculum has been developed as a guide to assist instructing disabled individuals in determining what behaviors are acceptable and what behaviors are not acceptable in our society. It is also designed to assist individuals working in community agencies with responsibilities for working with disabled individuals. Parents and other family members will find the strategies useful for follow-up activities from the school. Socialization skills which are assessed as necessary for disabled individuals to function successfully in society are highlighted. Social skills outlined in the text stress strategies needed to: (1) show respect for the rights and privacy of others; (2) learn how to handle anger; (3) learn how to act in public places; (4) demonstrate ability to show good sportsmanship; (5) take responsibility for one's actions; (6) encourage self-control; (7) present alternatives to using profanity; (8) learn how and when to apologize; (9) present alternatives to telling lies; and (10) deal with individuals who hit or threaten others. This book is written with this point of view in mind. It presumes that a basic understanding of instructional methods and procedures have been attained, and it provides a framework for innovative educators to extrapolate additional methods and procedures for teaching appropriate social and interpersonal skills to disabled individuals.