This interesting, innovative guide's basic idea is that behavior management plans can be as effective in preventing problem behavior as they are in correcting it. The book offers easy-to-use, research-based plans for addressing problem behavior in two key areas: on-task time/assignment completion and disruption/rule violation. The author introduces a dozen behavior management plans in non-technical language that eliminates the need for extensive training in behavior therapy or learning theory. Even a novice can translate the book's concepts quickly, and effectively use the strategies in this helpful book. Topics covered in this helpful and highly original book are covered in an easy-to-read yet comprehensive manner. These topics include: introduction to classroom management, plans for keeping on task and completing assignments, and plans for reducing or eliminating disruptive and rule-violation behavior. The book doesn't leave the reader hanging; the step-by-step guidelines for effective classroom management really work. The techniques discussed include: the beeper system, break cards, response cards, beat-the-clock games, the good behavior game, behavioral contracting, the disruptive incident barometer, time-outs, and relaxation training. An exciting and appropriate resource for teachers in all situations; this book can also be useful for parents as a tool at home.
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Many personnel turn to behavioral plans and programs when a child's behavior has become extremely problematic. Certainly, behavior management plans are well suited in extreme circumstances to change behavior problems by developing more appropriate behavior in children with severe behavior problems. The research base is replete with examples of validated management strategies. But one should not conclude that these plans are only of use in these "dire" circumstances. I have often heard teachers say, "Oh, his behavior isn't bad enough to warrant a behavioral plan." This equating of behavior plans as only appropriate for severe levels of problem behaviors has been perpetuated by misguided people, and nothing could be further from the truth!
Instead, one should look at the use of these plans as good prevention. An effective classwide behavior management system will probably prevent small problems from becoming bigger problems, and moderate-size problems from creating a disaster. Systematic behavior management is not just for treatment, it is good prevention.
CONTENTS OF THIS TEXT
This teacher manual presents user-friendly information on 12 classroom management plans, derived from an empirical research basis, for use with individual children or entire classes.
Management plans are detailed for two common problem areas:
Like the first edition, this second edition serves as a manual for teachers with specific plans of classroom management. However, a new first part has been added that emphasizes the scientific nature of these plans, hence the term evidence-based practice. Many other fields (e.g., medicine and psychology) are developing guidelines for practice based on procedures that have received empirical validation. The second edition of Classroom Management for All Teachers is the first text on this evidence-based approach to solving problems in classroom management. Part 1 provides a delineation of evidence-based treatment and how this methodology applies to education and learning. The plans delineated in the last two parts of this book have a basis in behavior analysis classroom management research. This research base serves as the "clinical trials" methodology for understanding the efficacy of behavioral management systems on desired student behavior change.
Part 2 contains six management plans designed to increase student ontask behavior or a student's completion of class assignments, or both. This problem area is addressed first because of its importance. If a teacher can develop a strategy that increases the student's engagement in task materials and teacher-presented instruction, other behavior problems will often greatly decrease. When children are engaged in tasks and academic instruction, there is less opportunity to engage in other (unacceptable) behavior. It is strongly recommended that teachers become familiar with the plans contained in Part 2 and apply them frequently, both to prevent potential problems and to solve current problem behaviors. In particular, the beeper system is a powerful program for enhancing student engagement, with the aid of a recently developed device called "the MotivAider."
Disruptive behavior and rule violations are addressed in Part 3. Most behavioral plans described in this section for dealing with a student's disruptive behavior also add a strategy from Part 2 to increase on-task behavior or task completion. For long-term results, it is recommended that disruptive behavior be addressed in this dual fashion: Design a plan for dealing with the disruptive behavior as well as a concurrent plan for reinforcing appropriate student on-task behavior.
PRESENTATION FORMAT OF EACH MANAGEMENT PLAN IN PARTS 2 AND 3
A uniform format is used in this manual to present each classroom management plan:
WHO CAN USE THIS MANUAL?
This manual is well suited for current and prospective teachers, as both a resource and preservice teaching tool. It provides in-depth coverage of specific classroom behavioral management plans for individual students as well as systems for entire classrooms. It is written in a nontechnical style, free of most "behavioral" jargon. One need not have extensive training in behavior therapy or learning theory to understand how to apply any of the techniques presented in this manual in their basic form. Obviously, developing variations of these techniques for unique circumstances may require additional training through courses in behavior analysis and field supervision from personnel specializing in applied behavior analysis.
This teacher's manual can be used as a primary or secondary textbook in a classroom management class. It can also serve as a secondary textbook in a curriculum class or as a supplementary text in a learning class. Its unique utility is in providing the user with evidence-based strategies for dealing with two sets of common problems found in elementary and secondary classrooms. It therefore serves as an often-needed bridge from theory to practice. Auto mechanics, cooks, and hospital administrators and other technical and professional personnel all have manuals detailing procedures that have applicability to their everyday tasks. Now teachers also have a manual.
When used in preservice education, this book will provide students with specific applications for problem areas that confront teachers. This manual would be an appropriate text in the following four areas: (1) general and special education classroom management, (2) behavior management, (3) educational psychology, and (4) inclusion. For professors teaching classroom management courses, this text provides an introductory chapter followed by 12 specific plans. Unlike traditional classroom management texts, this manual provides detailed explanations of specific strategies and their implementation. As part of the class, the teacher may ask the students to select one or several techniques and, using the forms at the end of each chapter, write a Teacher Designated Plan for a hypothetical student or class.
Teachers of behavior management courses can use this text in its specific applications to classroom behavior. Parts II and III provide detailed plans for a variety of behavior problems found in the classroom. This text provides an excellent backup to traditional texts used in behavior management because it fills in the holes left when specific techniques are addressed in only a page or two in traditional texts.
School psychologists can also benefit from this manual, and its use in an educational psychology course is appropriate. School psychologists are often asked to consult on cases in general and special education involving disruptive behavior, making Part 3 a valuable resource for them.
A final area of preservice course work for which this text is appropriate is a course typically called "inclusion." Each year, students who plan to teach in general as well as special education take a course exposing them to children with disabilities. This course can also be referred to as "introduction to special education." The primary text for this type of class usually provides little or no information about specific classroom management strategies. Yet n4any general education teachers will be faced with behavioral problems in children both with and without disabilities, for which this manual can provide specific suggestions. The professor can augment these classes by selecting one to three techniques from Parts 2 and 3 of the manual to present in detail. In these introductory classes, the focus might be on the design of management plans for individual children who are experiencing difficulty staying on task or engaging in disruptive behavior in inclusive settings.
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