Supporting teachers in preventing classroom management problems and responding to unwanted behavior when it occurs
Comprehensive Behavior Management: Schoolwide, Classroom, and Individualized Approaches supports teachers in preventing management problems and responding to unwanted behavior when it occurs in classrooms. The text offers a comprehensive presentation of three levels of behavior management strategies: individual, classroom, and schoolwide, all three of which contribute to a positive learning environment. A social learning emphasis in which human behavior is viewed within an ecological framework is integrated throughout the text. Application of this information is supported by a range of pedagogical devices such as vignettes, examples, strategies, and activities to show teachers how to manage behavior effectively. The analysis and applications in this text cover both general education and special education strategies.
Table of Content
Preface
Acknowledgments
Part One: Introduction to Behavior Management
Chapter 1: Behavior Management Models
Chapter 2: The Foundations of Behavior Management
Part Two: Individualized Supports
Chapter 3: Pinpointing and Tracking a Behavior Problem
Chapter 4: Functional Behavior Assessments and Behavior Support Plans
Chapter 5: Increasing Desirable Behaviors
Chapter 6: Decreasing Undesirable Behaviors
Part Three: Classroom Supports
Chapter 7: Preliminary Considerations
Chapter 8: Instructional Variables
Part Four: School Wide Supports
Chapter 9: School Safety
Chapter 10: Schoolwide Positive Behavior Intervention and Support
Chapter 11: Evidence-Based Interventions and Programs
Chapter 12: Response to Intervention (RTI) and SWPBIS Models
Glossary
References
Index
About the Authors
About the author
Mark O′Reilly: A native of Ireland, Mark O′Reilly joined the Department of Special Education at University of Texas at Austin in 2002. He currently coordinates the graduate training programs in autism and developmental disability, which are pre-approved by the Behavior Analysis Certification Board (www.bacb.com/). He is interested in the design, implementation, and evaluation of evidence-based and culturally sensitive services for students with autism and related developmental and physical disabilities, and their families.
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