‘A wonderful tool for administrators and teachers that offers child-centered resources and ideas to help our learners succeed, thereby making our classrooms more effective. I especially love the sample behavior reports, progress monitoring charts, and the self-monitoring chart. Helping students see that they are responsible for their actions and making them partners in their education are effective practices.’
—Megan M. Allen, Fourth-Grade Teacher
Cleveland Elementary School, Tampa, FL
Prevention is the key to a successful school behavior plan!
In today′s increasingly diverse Pre K–12 classrooms, problem behaviors can often interrupt instructional time and disrupt learning. Designed for 21st-century school leaders, administrators, behavior specialists, and classroom teachers, this research-based guide offers specific strategies and plans for preventing problem behavior at both the classroom and school level.
Based on the premise that early response to problems can lead to better outcomes for students, the book′s content is framed around four essential areas: foundations, intervention, collaboration, and evaluation. Within these areas, this accessible guide features:
- The latest information on the science and practice of prevention
- Reasons why conflict resolution, peer mediation, and bully-proofing are essential to prevention
- Effective practices for teaching social skills to young children
- Proven techniques for implementing schoolwide positive behavior support
- Tools for using individual behavior plans to prevent problems
- Ideas for home-school and community partnerships and culturally responsible teaching
- Critical strategies for monitoring student progress and evaluating prevention practices
- New, updated chapters, including information on preschool behavior support and RTI
This valuable resource provides all the tools and strategies school leaders and teachers need to keep children focused on learning.
قائمة المحتويات
Acknowledgments
About the Authors
1. Prevention Science and Practice
What We Know about Prevention Practice
What We Know about Response to Intervention
What We Know about Behavior and Academics
Changing the Lives of Students with Problems
An Illustration from Practice
2. Preschool Behavior Support
Importance of Teaching Social Skills in Preschool
Effective Practices for Teaching Social Skills to Young Children
Teaching Young Children How to Behave in Social Settings
An Illustration from Practice
3. Schoolwide Positive Behavior Support
Definition and Importance of SWPBS
Characteristics and Effective Practices of SWPBS
Effectiveness of SWPBS
Perspective on School-Wide Positive Behavior Support
An Illustration from Practice
4. Cognitive-Behavioral Interventions in School Settings
Cognitive-Behavioral Interventions
Theoretical Underpinnings of CBI
Current Research on CBI
School-Based CBIs
A CBI Example
Summary
An Illustration from Practice
5. Social Skills Instruction and Generalization Strategies
Social Skills, Social Competence, and Curricula
Generalization of Social Skills and Building Performance Competence
Why Social Skills Programs Sometimes Fail
Gaining Community Support for Social Skills Training
Importance of Improving and Generalizing Social Skills
6. Conflict Resolution, Peer Mediation, and Bullying Prevention
Some Program Definitions
A Developmental Framework
Characteristics of Effective CRE Programs
How to Sustain CRE and Bullying Prevention Programs
Concluding Thoughts
An Illustration from Practice
7. Classroom Interventions and Individual Behavior Plans
What Educators Should Know About the RTI Model
RTI as a Schoolwide and Classroom Management Approach
Effective Classroom Management Approaches
Tier 2 Behavior Plans for Students
Behavior Planning for Tier 2 Students
Summary of Tier 2 Behavior Planning
Individualized Behavior Plan (BIP)
Conclusion
8. Effective Home-School Partnerships
The Importance of Home-School Partnerships
Principles and Key Features of Home-School Partnerships
Characteristics of Effective Home-School Partnerships
Home-School Partnerships and Challenging Behavior
Illustration from Practice
9. Community and Interagency Partnerships
Poverty, Immigrant Status and Risk
Interagency Approaches to Preventing Problem Behavior
Core Principles and Governance Structure
Linkages to Learning in Action
Preventing Problem Behaviors with Community Partnerships
10. Culturally Responsive Teaching
Culture and Today′s Classrooms
Culturally Responsive Teaching
Teaching Appropriate Behavior
Teaching Behavior to CLD Learners
Conclusion
Illustrations from Practice
11. Monitoring Student Progress and Evaluating Prevention Practices
Evaluating Outcomes of Prevention Efforts
Designing Program Evaluations
Measurement Issues
Common Hazards in Program Evaluation
Disseminating Evaluation Information
Measuring Success of Preventing Programs
12. Building and Sustaining Effective Prevention Practices
Building Effective Prevention Practices
Putting It All Together
Postscript
References
Index
عن المؤلف
Stephen W. Smith is a Professor in the Department of Special Education at the University of Florida (UF). Prior to receiving his Ph.D. in Special Education from the University of Kansas, he was a teacher of special education students for eight years. Dr. Smith teaches graduate courses in the area of emotional and behavioral disorders and research in special education at UF and has conducted multiple federally funded investigations of effective behavior management techniques including the study of social conflict and the effects of school-wide peer mediation programs. As the Principal Investigator of a large-scale prevention science research grant funded by the US Department of Education, Institute of Education Sciences (IES), Dr. Smith is investigating the effects of a universal cognitive-behavioral intervention in the form of a social problem solving curriculum to reduce student aggression and chronic classroom disruption. He has presented his findings and recommendations at numerous state, regional, national, and international professional conferences. While at UF, Dr. Smith has received three teaching awards, a University Research Award, and has served twice as a UF Research Foundation Professor. He is a member of the IES Social and Behavioral Education Scientific Research Review Panel and is a member of the Executive Board of the Division for Research, Council for Exceptional Children.
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