About The Book
Children and teens are simultaneously complex and predictable. Behavior theory and research can provide ways of predicting behaviors and designing classroom structures that benefit all students. Behavior Management: Systems, Classrooms, and Individuals is a highly readable, student-friendly textbook that meets the needs of both undergraduate and graduate teaching programs. By covering theory, systems, classrooms, and individuals, the authors have created a pragmatic resource that can be used by a range of individuals seeking reliable, evidence-based techniques integrating behavior management into effective classrooms, including both upcoming and established educators.
This text uses a funnel approach to guide readers from the “big picture” down to the individual student. Part I begins by introducing the foundations of classroom management with a discussion of prominent theorists, legislation, common disabilities, and the basics of behavior. Part II provides discussion on classroom management communities, including systems of support and structure in schools and classrooms. Part III focuses on the individual to give both current and future teachers tools for building and nurturing relationships with students and understanding and responding to student behavior. The final chapter offers tools for self-reflection and managing stress and burnout.
Key Features
- Real-world cases and classroom examples to integrate content with practice
- Chapters begin with learning objectives and key terms and end with summaries for comprehension
- Bolded terms along with a comprehensive glossary to improve retention of material
- “Make a Connection” boxes to synthesize content across chapters
- Content connections to high-leverage practices in call-out boxes
- Examples, figures, and templates to clarify and expand on key concepts
- Access to a PluralPlus companion website with case studies and instructor resources, including PowerPoint slides, test banks, and sample activities
About The Authors
Jennifer D. Walker, PhD, is an Associate Professor at the University of Mary Washington where she teaches both undergraduate and graduate students. She has over 25 years of experience in special education, including serving as a special educator, behavior specialist, and teacher educator. She is passionate about equity and access through tiered interventions, particularly for students with disabilities.
Colleen Barry, PhD, BCBA-D, is a Board Certified Behavior Analyst and earned her PhD in Teaching and Teacher Education from George Mason University. Her experience spans nearly two decades and includes teaching preschool and elementary special education, providing behavioral support to general and special education teachers, and preparing undergraduate educators. Colleen lives in Auckland, New Zealand with her wife, Laura, and two cats, Kevin and Bean.
Table Of Contents
Preface
Acknowledgements
Reviewers
Part I. Foundations of Classroom Management
Chapter 1. Introduction to Behavior Management
Learning Objectives
Key Terms
Prominent Theorists of Behavior Management
B. F. Skinner
William Glasser
Thomas Gordon
Lee and Marlene Canter
Rudolf Dreikurs
Jacob Kounin
Curwin and Mendler
Identifying and Locating Evidence-Based Practices
Legal Considerations for Behavior and Consequences
Restraint and Seclusion
Landmark Legislation, Policies, and Processes
Manifestation Determination Review (MDR)
Conclusion
Chapter Summary
Chapter 2. Understanding Student Needs
Learning Objectives
Key Terms
Developmental Characteristics
Influence of Cultural, Social, and Environmental Factors
Students with Disabilities
Attention Deficit Hyperactivity Disorder
Executive Function Deficits
Emotional and Behavioral Disorders (EBD)
Specific Learning Disabilities (SLD)
Autism Spectrum Disorders (ASD)
Intellectual Disability
Conclusion
Chapter Summary
Chapter 3. Basics of Behavior
Learning Objectives
Key Terms
Applied Behavior Analysis
Operant Conditioning
Selecting and Using Reinforcers
Schedules of Reinforcement
Fixed Ratio (FR)
Variable Ratio (VR)
Fixed Interval (FI)
Variable Interval (VI)
Positive and Negative Reinforcement
Positive Reinforcement
Negative Reinforcement
Extinction
Punishment
Conclusion
Chapter Summary
Part II. Classroom Management Communities
Chapter 4. School-Wide Systems
Learning Objectives
Key Terms
Multi-Tiered System of Support
Response to Intervention
Positive Behavioral Interventions and Supports (PBIS)
PBIS Tiers of Intervention
Tier 1
Tier 2
Tier 3
School Safety Plans
Conclusion
Chapter Summary
Chapter 5. Classroom Management Collaboration and Communication
Learning Objectives
Key Terms
Working with Parents
Communicating About Behavior
Working with Other Professionals
Paraprofessionals
Coteaching Settings
Working with Administration
Conclusion
Chapter Summary
Chapter 6. Setting Up Physical Learning Environments
Learning Objectives
Key Terms
Physical Classroom Setup
Horseshoe
Rows
Clusters or Groups
Pairs
Individual Desks
Tables
Individual Considerations
Considerations for Movement and Safety
Learning Zones
Additional Considerations
Classroom Climate
Conclusion
Chapter Summary
Chapter 7. Setting Up the Classroom: Procedures, Expectations, Rules, and Prompt Hierarchies
Learning Objectives
Key Terms
Establishing Procedures
Establishing Expectations
Establishing Rules
Hierarchy of Prompts
Conclusion
Chapter Summary
Chapter 8. Engagement, Instruction, and Motivation
Learning Objectives
Key Terms
Motivation
Intrinsic vs. Extrinsic Motivation
SMART goals
Group Contingencies
Dependent Group Contingency
Independent Group Contingency
Interdependent Group Contingency
Considerations
Choose Relevant Reinforcers
Prerequisite Skills and Attainable Criterion
Potential Risks with Group Contingencies
Conclusion
Chapter Summary
Part III. Meeting Individual Needs
Chapter 9. Establishing Relationships with Students
Learning Objectives
Key Terms
Best Practices for Positive Relationships
Names
Sarcasm
Power Struggles
“Saving Face”
Conflict Cycle
Behavior-Specific Praise
Relationships Between Students
Recognizing Diversity and Cultural Differences
Relationship Building Activities
Conclusion
Chapter Summary
Chapter 10. Behavioral Data Collection
Learning Objectives
Key Terms
Identifying and Defining Target Behaviors
Methods of Behavioral Data Collection
Frequency Counts
Duration Recording
Time Sampling
Momentary Time Sampling
Latency
Magnitude (Force)
Topography
Permanent Products
Setting Data Collection Timelines
Data Collection Tools
Considerations for Data Collection
Conclusion
Chapter Summary
Chapter 11. Graphing and Data Analysis
Learning Objectives
Key Terms
Applied Behavior Analysis
Single-Subject Design
A-B Design
Reversal Designs
Multiple Baseline Design
Visual Displays of Data and Visual Analysis
Graphing
Visual Analysis
Conclusion
Chapter Summary
Chapter 12. Functional Behavioral Assessment
Learning Objectives
Key Terms
Functional Behavioral Assessment
Components of FBA
Indirect Assessment Strategies
Direct Assessment Strategies
Functional Analysis
Functions of Behavior
Attention
Escape
Access
Automatic
Conclusion
Chapter Summary
Chapter 13. Behavioral Intervention Plans
Learning Objectives
Key Terms
Replacement Behaviors
Constructing a Behavioral Intervention Plan
Considerations for Selecting Replacement Behaviors
Behavioral Intervention Plan
Setting Event Strategies
Antecedent Event Strategies
Behavioral Teaching Strategies
Consequence Strategies
Extinction
Reinforcement
Redirection
Safety Plans
Team Process
Conclusion
Chapter Summary
Chapter 14. Teaching New Skills
Learning Objectives
Key Terms
Behavior Contracts
Definition of Task
Definition of Reward
Task Record
Guidelines and Considerations
Token Economies
Target Behaviors
Tokens
Backup Reinforcers
Considerations for Token Economies
Social Skills
Social Skills Instruction
Character Education and Social-Emotional Curriculum
Modeling
Democratic Classrooms
Service Learning
Self-Monitoring
Step 1. Define the Target Behavior
Step 2. Choose a Monitoring System
Step 3. Set a Self-Monitoring Schedule
Step 4. Choose a Self-Monitoring Prompt
Step 5. Teach, Practice, and Reinforce
Conclusion
Chapter Summary
Part IV. Conclusion
Chapter 15. Reflective Practices
Learning Objectives
Key Terms
Teacher Self-Reflection
Identify
Gather Data
Questions
Analyze Data
Implement Change
Using a UDL Framework
Planning for the First Year of Teaching
Planning for the 20th Year of Teaching
Teacher Stress and Burnout
Conclusion
Chapter Summary
Glossary
References
Index
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