Behavior Management Systems Classrooms and Individuals 4th Edition by Jennifer Walker, Colleen Barry ISBN 9781635502244 1635502241

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Product details:

ISBN 10: 1635502241
ISBN 13: 9781635502244
Author: Jennifer Walker, Colleen Barry

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

Behavior Management Systems Classrooms and Individuals 4th Edition Table of contents:

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

Multitiered Systems of Supports

Response to Intervention

Positive Behavioral Intervention 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 Versus 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 Plans

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

Considerations

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

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Jennifer Walker,Colleen Barry,Behavior Management Systems,Classrooms,Individuals