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About the Author | |
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Acknowledgments | |
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Introduction | |
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Are Behavior Problems on the Rise? | |
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Can Neuroscience Help? | |
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About This Book | |
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Questions This Book Will Answer | |
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Chapter Contents | |
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Other Helpful Tools | |
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Handling Social Misbehavior | |
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The Social and Emotional Brain | |
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Emotional Processing | |
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Pathways of Emotional Signals | |
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What Leads to Social Misbehavior? | |
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The Teacher Is the Key | |
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Interventions for Handling Social Misbehavior | |
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Dealing With Social Anxieties | |
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Using Social Stories to Modify Behavior | |
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A Case Study: Using a Social Story for a Verbally Aggressive Student | |
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A Social Story for Angry Students | |
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Summary | |
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Dealing With Impulsive Behavior | |
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What Leads to Impulsivity and Violent Behavior? | |
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Genetic Variations | |
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Prenatal Exposure to Cocaine | |
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Cerebral Lesions | |
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An Important Word About Testosterone | |
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Ignorance of Rules of Behavior | |
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Some Strategies for Controlling Impulsive Behavior | |
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Cognitive and Cognitive-Behavioral Interventions | |
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Putting Impulsive Problem Behavior in a Social Context | |
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Using Picture Books to Curb Impulsive Anger or Anxiety | |
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Other Suggested Strategies | |
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Summary | |
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Teaching Self-Control Through Self-Verbalization | |
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Examining Self-Control | |
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What Is Self-Control? | |
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Are Children Learning Self-Control? | |
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Brain Structures for Self-Control | |
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Do Mirror Neurons Play a Role in Self-Control? | |
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Losing Self-Control | |
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Helping Students Regain Self-Control | |
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Verbal Self-Contol of Aggressive, Defiant, or Other Behavior | |
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The Power of Self-Talk | |
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The ZIPPER Strategy | |
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"Say No and Walk Away" to Resist Peer Pressure | |
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Self-Control Through Self-Talk and Self-Monitoring | |
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The Nature of Attention | |
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Self-Monitoring for Other Problem Behaviors | |
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Self-Control Through Self-Rating of Emotional Intensity | |
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The Anger Thermometer | |
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Summary | |
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Managing the Behavior of Boys | |
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Why a Concern With Boys? | |
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Gender Differences in Behavior | |
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Genetic and Environmental Factors | |
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Impact of Biology | |
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Some Research Findings on Behavioral Differences | |
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Using Research-Based Strategies | |
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Movement-Based Instruction and Classroom Management | |
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Boy-Friendly Instruction and Discipline | |
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The Responsibility Strategy | |
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And What About Girls? | |
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The Rise of Cyberbullying | |
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Bullying Versus Cyberbullying | |
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Dealing With Cyberbullying | |
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Summary | |
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Building Positive Relationships With Troubled Students | |
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Relationships and Research | |
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Insights From Neuroscience | |
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Some Research Findings | |
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Developing Teacher-Student Relationships | |
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The Importance of Positive Relationships With and for Students | |
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Reaching Unreachable Students With Dialogue Journals | |
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The Lunch Bunch: An Educator's Idea | |
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Managing Serious Behavior Problems Through Adult Mentoring | |
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Summary | |
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Using Peer Relationships to Modify Behavior | |
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Examining Peer Relationships | |
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Dealing With Peer Influence: A Two-Edged Sword | |
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The Desire to Be Liked | |
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Peer-Mediated Behavior Management Strategies | |
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Peer-Mediated Anger Management | |
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Factors to Consider in Peer Mediation | |
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Peer Confrontation to Curb Misbehavior | |
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The Mystery Motivator/Mystery Character Intervention to Decrease Inappropriate Behavior | |
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Group Contingency Interventions | |
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Summary | |
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Managing Oppositional Behavior | |
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What Is Oppositional Behavior? | |
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Causes of Oppositional Behavior | |
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Students With Oppositional Behavior in the Classroom | |
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Teacher Knowledge of Oppositional Behavior | |
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Teacher Frustration and Countercontrol | |
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Defiant Students: Explosions Waiting to Happen | |
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Avoiding Triggers for Misbehavior in the Classroom | |
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Teaching Students to Relax | |
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Other Strategies | |
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What About Oppositional Defiant Disorder? (ODD) | |
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Development of ODD | |
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Treatment of ODD | |
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Summary | |
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Developing Positive Self-Esteem | |
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The Nature of Self-Esteem | |
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The Power of Self-Esteem | |
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Research on Self-Esteem | |
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Guidelines for Building Self-Esteem | |
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Building a New Perspective on the Troubled Student: The Strength-Based Assessment | |
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What Is Strength-Based Assessment? | |
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Motivation and Attribution Retraining | |
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Motivation Research and Attribution Theory | |
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The "Shine My Light" Strategy | |
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Summary | |
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Putting It All Together | |
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Educational Climate: Are We Happy Here? | |
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What Is Classroom Climate? | |
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The Biology of Happiness | |
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Successful Behavior Management in the Classroom | |
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Assessing Classroom Climate | |
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Classrom Management and Cultural Diversity | |
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Guidelines for Managing Diverse Classes | |
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Positive Behavioral Supports in the Classroom | |
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What Are Positive Behavioral Supports? | |
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The Functional Assessment of Behavior | |
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The Behavioral Improvement Plan | |
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Multitiered Interventions and the Student Support Team | |
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Summary | |
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Conclusion | |
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Appendix | |
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Glossary | |
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References | |
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Resources | |
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Index | |