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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