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About This Book | |
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About the Authors | |
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Acknowledgments | |
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Foreword | |
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Preface | |
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A Positive, Proactive Approach to Behavior Management | |
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A Case for Change | |
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What's Wrong with Kids Today? | |
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What Happened to the Good Old Days? | |
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I Didn't Sign Up for This! | |
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Students with Behavior Problems Should Just Be Suspended! | |
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Punishment Works for Me! | |
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What Can We Do? | |
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Remove the Words Should and Shouldn't from Your Vocabulary | |
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Limit the Time Spent "Admiring the Problem" | |
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Strive to Understand the Perspectives of All Team Members and Stakeholders | |
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Let Go of the Old Way of Doing Things | |
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Expand Your Behavior Management Toolbox | |
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Key Points to Remember | |
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Discussion Questions | |
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Positive Behavior Support and Functional Behavioral Assessment for Educators | |
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What Exactly Is Positive Behavior Support? | |
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Research-Validated Practices | |
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Enhancing the Capacity of Environments | |
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A Three-Tiered Model | |
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What Exactly Is Functional Behavioral Assessment? | |
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Three Key Concepts of FBA | |
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Setting Events | |
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Triggering Antecedents | |
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Maintaining Consequences | |
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Common Functions of Problem Behavior | |
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To Get Attention or a Reaction | |
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To Get Something Tangible | |
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To Obtain a Sense of Power or Control | |
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To Meet a Sensory Need | |
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To Communicate Feelings | |
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As a Result of a Lack of Understanding | |
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To Escape or Avoid Something | |
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The Bottom Line on Functional Behavioral Assessment | |
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Our Model of Intervention | |
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Key Points to Remember | |
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Discussion Questions | |
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Social Skills Instruction | |
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Teaching Social Skills: The Basics | |
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Traditional Approaches to Social Skills Instruction | |
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A Three-Tiered Approach to Social Skills Instruction | |
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Types of Social Skills Deficits | |
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Skill Deficits | |
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Performance Deficits | |
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Fluency Deficits | |
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Self-Management: The Ultimate Goal | |
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Key Points to Remember | |
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Discussion Questions and Activities | |
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Group Social Skills Instruction | |
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School and Classwide Social Skills Instruction | |
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Class Meetings | |
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Mini-Lessons | |
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Frequent Positive Feedback | |
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Schoolwide and Classwide Expectations or Rules | |
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Schoolwide and Classwide Routines | |
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Important Schoolwide and Classwide Lessons | |
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Small Group Social Skills Instruction | |
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Choosing Curricula: A Case Study | |
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Key Points to Remember | |
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Discussion Questions and Activities | |
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Individualized Social Skills Instruction | |
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What Behaviors Should be Focused on During Individualized Instruction? | |
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"So What?" Behavior | |
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Identifying Replacement Behavior | |
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Other Target Behaviors | |
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Who Should Provide Individualized Instruction? | |
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When Should Individualized Instruction Take Place? | |
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Embedded into Existing Structures and Therapies | |
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Check-In | |
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Precorrection | |
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Behavior Tutoring Sessions | |
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Incidental Teaching | |
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How Should Individualized Instruction Be Delivered? | |
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Video Modeling | |
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Social Stories | |
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Commonly Overlooked Replacement Behaviors | |
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Taking Appropriate Breaks | |
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Negotiating Assignments | |
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Key Points to Remember | |
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Discussion Questions and Activities | |
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Preventing Challenging Behavior | |
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Preventing Challenging Behavior: The Basics | |
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Targeting Setting Events and Triggering Antecedents | |
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Identifying Sources of Frustration | |
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Developing a Positive Relationship | |
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Be Consistent | |
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Develop a Partnership | |
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Focus on Frequent Positive Feedback | |
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Key Points to Remember | |
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Discussion Questions | |
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Assisting with Executive Functioning Tasks | |
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Using Visual Supports | |
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Organizational Helpers | |
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Behavior Prompts | |
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Visual Schedules | |
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Transition Helpers | |
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A Final Word About Visual Supports | |
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Assistance with Other Executive Functioning Skills | |
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Breaking Long Projects into Steps | |
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Waiting to Be Called On | |
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Staying on Task | |
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Key Points to Remember | |
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Discussion Questions | |
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Providing Appropriate and Engaging Academic Instruction | |
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Differentiated Instruction | |
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Providing Choices | |
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Embedding Interests and Preferences | |
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Writing Strategies | |
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Scheduling | |
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Learn How to Make a Table in a Word Processing Program | |
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Schedule Things That Are Absolutely Inflexible First | |
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Schedule the Major Core Academic Areas | |
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Use Paraprofessionals Wisely and Appropriately | |
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Make Sure You Get a Planning Time | |
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Maintaining Academic Engagement | |
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Failure Is Not an Option | |
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Honor Roll | |
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Key Points to Remember | |
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Discussion Questions and Activities | |
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Reinforcing Desired Behavior | |
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Reinforcing Desired Behavior: The Basics | |
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Reinforcement Versus Rewards | |
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Reinforcement Versus Bribery | |
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How to Determine What Is Reinforcing for Students | |
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Interviews and Surveys | |
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Observations | |
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Reinforcement Journals | |
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Reinforcement Menus | |
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Reinforcement Schedules: Determining How Much and How Often | |
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Differential Reinforcement of Zero Rates of Behavior | |
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Differential Reinforcement of Lower Rates of Behavior | |
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Differential Reinforcement of Incompatible Behavior | |
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Other Issues Surrounding Reinforcement | |
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Setting Appropriate Criteria | |
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Pairing Educators and School with Reinforcers | |
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Deprivation | |
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Teaching Peers to Reinforce Appropriately | |
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Key Points to Remember | |
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Discussion Questions and Activities | |
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Group Reinforcement Systems | |
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Interdependent Group-Oriented Contingencies | |
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Student Teams | |
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Interdependent Group-Oriented Contingency Games | |
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The Classwide Peer-Assisted Self-Management(CWPASM) Program | |
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Independent Group-Oriented Contingencies | |
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Lottery Systems | |
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Token Economies | |
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The Importance of Tier 1 Reinforcement | |
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Key Points to Remember | |
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Discussion Questions and Activities | |
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Individual Reinforcement Systems | |
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Target Behavior Sheets | |
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Limit the Number of Skills | |
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Individualize the Target Skills | |
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Be Specific | |
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Embed Visual Supports and Special Interests | |
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Partner with the Student to Help Develop | |
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Set Realistic Criteria | |
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Let Students Keep Their Sheet With Them (If They Wish) | |
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Review Regularly with the Student | |
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Use Turnaround Points | |
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Use Bonus Points | |
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Allow Students to Self-Monitor When Ready | |
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Communicate to Parents What Constitutes a Successful Day | |
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Dependent Group-Oriented Contingency | |
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Level Systems | |
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Structured Behavioral Skills Program: Daily Level System | |
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Climbing the Ladder of Success | |
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A Warning About Using Point and Level Systems | |
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Token Boards | |
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Contracts | |
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Punch Cards | |
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Positive Attention Trackers | |
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Key Points to Remember | |
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Discussion Questions and Activities | |
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Using Undesirable Consequences | |
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Using Undesirable Consequences: The Basics | |
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Problems with Punishment | |
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Punishment Does Not Work in the Long Term | |
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Punishment Does Not Teach the Student What to Do Instead | |
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Punishment Encourages Negative Attitudes Toward School and Educators | |
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Punishment Reduces Motivation to Learn Other Techniques | |
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Natural and Logical Undesirable Consequences | |
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Natural Undesirable Consequences | |
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Logical Undesirable Consequences | |
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The Three R's of Logical Consequences | |
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Related | |
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Reasonable | |
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Respectful | |
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Punishment Versus Logical Consequences | |
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Key Points to Remember | |
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Discussion Questions and Activities | |
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Common Logical Undesirable Consequences | |
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Common Undesirable Consequences Continuum | |
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Three Strikes | |
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Response Cost or Fines | |
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Wasted Time | |
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Behavior Tutoring | |
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Think Time | |
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The Importance of Problem Solving | |
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Consequence Maps | |
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Alternatives to Out-of-School Suspension | |
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In-School Suspension | |
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Red Schedule | |
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Advantages of Alternatives to Out-of-School Suspension | |
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Key Points to Remember | |
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Discussion Questions and Activities | |
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Putting It All Together | |
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Conducting Effective and Efficient Functional Behavioral Assessments | |
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Operationally Define the Problem and Replacement Behaviors | |
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Collect Information | |
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How Much Information Is Needed? | |
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How Do I Collect the Data? | |
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Develop Hypotheses About Why the Problem Behavior Is Occurring | |
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Key Points to Remember | |
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Discussion Questions and Activities | |
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Designing and Implementing Effective and Efficient Behavior. Intervention Plans | |
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Design a Behavior Intervention Plan Based on the Functional. Behavioral Assessment | |
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Step Five: Monitor and Adjust the Behavior Intervention Plan as Needed | |
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Was the Plan Implemented as Written? | |
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Did Behavior Improve, and Was This | |
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Improvement Maintained over Time? | |
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Key Points to Remember | |
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Discussion Question | |
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Example Success Stories | |
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Joey | |
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Functional Behavioral Assessment Worksheet | |
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Behavior Intervention Plan Worksheet | |
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Joey's Target Token Board (Front) | |
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Joey's Target Token Board (Back) | |
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Joey's Safe Note for Home | |
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Joey's Fidelity Checklist | |
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Joey's Data Sheet | |
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Joey's Data Graphs | |
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Susan | |
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Functional Behavioral Assessment Worksheet | |
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Behavior Intervention Plan Worksheet | |
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Susan's Self-Monitoring Target Behavior Sheet | |
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Susan's Reinforcement Menu | |
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Susan's Consequence Map | |
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Susan's Target Skill Progress Computation Sheet | |
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Susan's Fidelity Checklist | |
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Susan's Data Graphs | |
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Taylor | |
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Functional Behavioral Assessment Worksheet | |
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Behavior Intervention Plan Worksheet | |
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Taylor's Stoplight | |
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Taylor's Tower of Success | |
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Taylor's Data Sheet | |
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Taylor's Fidelity Checklist | |
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Taylor's Data Graphs | |
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Malik | |
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Functional Behavioral Assessment Worksheet | |
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Behavior Intervention Plan Worksheet | |
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Malik's Data Sheet | |
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Malik's Consequence Map | |
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Malik's Fidelity Checklist | |
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Malik's Data Graphs | |
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What About Dangerous Behavior? Managing Crises | |
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Intervening During the Escalation Cycle | |
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Key Points to Remember | |
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Discussion Questions and Activities | |
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Physical Restraint and Seclusion | |
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Definitions | |
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Historical Overview | |
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Roots of the Problem | |
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Current School Culture | |
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Lack of Regulation | |
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Lack of Training | |
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Lack of Research | |
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Concern About Increase of More Aversive Options | |
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Lack of Options | |
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What Can Educators Do? | |
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Be Informed | |
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Provide or Ask for Training | |
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Commit to Positive Behavior Support in Philosophy and Practice | |
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Monitor Use of Restraint and Seclusion | |
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Key Points to Remember | |
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Discussion Questions and Activities | |
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Reproducible Tools | |
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Positive-to-Negative Ratio Data Sheet | |
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Break Pass | |
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Countdown Strips | |
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Chart Moves Frame | |
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Peer Comparison Data Form | |
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Consequence Map Template | |
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If-Then Chart Template | |
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Notes Template for Functional Behavioral Assessment | |
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Functional Behavioral Assessment Summary Worksheet | |
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Behavior Intervention Plan Worksheet | |
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Glossary | |
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Notes | |
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References | |
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Author Index | |
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Subject Index | |