Preventing Problem Behaviors Schoolwide Programs and Classroom Practices

ISBN-10: 1412970482
ISBN-13: 9781412970488
Edition: 2nd 2010
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Book details

List price: $28.99
Edition: 2nd
Copyright year: 2010
Publisher: Corwin Press
Publication date: 5/5/2010
Binding: Paperback
Pages: 248
Size: 8.25" wide x 10.75" long x 0.50" tall
Weight: 1.870
Language: English

Doris C. Lee was a twenty-four-year-old school teacher from Northern California when she moved to the Cariboo in central British Columbia to become a rancher in 1950. New to the challenges of country life, Doris was a willing learner with her husband, John, and several old-timers as mentors. At their ranch at Big Lake east of Williams Lake, Doris learned to ride horses, round up cattle, herd sheep, swing an ax, and live without the amenities she grew up with in the city. She and John raised two sons, Michael and Gary. Doris now lives in Williams Lake, BC.

Bob Algozzine is a professor in the Department of Educational Leadership at the University of North Carolina and project codirector of the U.S. Department of Education-supported Behavior and Reading Improvement Center. With 25 years of research experience and extensive firsthand knowledge of teaching students classified as seriously emotionally disturbed, Algozzine is a uniquely qualified staff developer, conference speaker, and teacher of behavior management and effective teaching courses. He is active in special education practice as a partner and collaborator with professionals in the Charlotte-Mecklenburg schools in North Carolina and as an editor of several journals focused on special education. Algozzine has written more than 250 manuscripts on special education topics, including many books and textbooks on how to manage emotional and social behavior problems.

Acknowledgments
About the Authors
Prevention Science and Practice
What We Know about Prevention Practice
What We Know about Response to Intervention
What We Know about Behavior and Academics
Changing the Lives of Students with Problems
An Illustration from Practice
Preschool Behavior Support
Importance of Teaching Social Skills in Preschool
Effective Practices for Teaching Social Skills to Young Children
Teaching Young Children How to Behave in Social Settings
An Illustration from Practice
Schoolwide Positive Behavior Support
Definition and Importance of SWPBS
Characteristics and Effective Practices of SWPBS
Effectiveness of SWPBS
Perspective on School-Wide Positive Behavior Support
An Illustration from Practice
Cognitive-Behavioral Interventions in School Settings
Cognitive-Behavioral Interventions
Theoretical Underpinnings of CBI
Current Research on CBI
School-Based CBIs
A CBI Example
Summary
An Illustration from Practice
Social Skills Instruction and Generalization Strategies
Social Skills, Social Competence, and Curricula
Generalization of Social Skills and Building Performance Competence
Why Social Skills Programs Sometimes Fail
Gaining Community Support for Social Skills Training
Importance of Improving and Generalizing Social Skills
Conflict Resolution, Peer Mediation, and Bullying Prevention
Some Program Definitions
A Developmental Framework
Characteristics of Effective CRE Programs
How to Sustain CRE and Bullying Prevention Programs
Concluding Thoughts
An Illustration from Practice
Classroom Interventions and Individual Behavior Plans
What Educators Should Know About the RTI Model
RTI as a Schoolwide and Classroom Management Approach
Effective Classroom Management Approaches
Tier 2 Behavior Plans for Students
Behavior Planning for Tier 2 Students
Summary of Tier 2 Behavior Planning
Individualized Behavior Plan (BIP)
Conclusion
Effective Home-School Partnerships
The Importance of Home-School Partnerships
Principles and Key Features of Home-School Partnerships
Characteristics of Effective Home-School Partnerships
Home-School Partnerships and Challenging Behavior
Illustration from Practice
Community and Interagency Partnerships
Poverty, Immigrant Status and Risk
Interagency Approaches to Preventing Problem Behavior
Core Principles and Governance Structure
Linkages to Learning in Action
Preventing Problem Behaviors with Community Partnerships
Culturally Responsive Teaching
Culture and Today's Classrooms
Culturally Responsive Teaching
Teaching Appropriate Behavior
Teaching Behavior to CLD Learners
Conclusion
Illustrations from Practice
Monitoring Student Progress and Evaluating Prevention Practices
Evaluating Outcomes of Prevention Efforts
Designing Program Evaluations
Measurement Issues
Common Hazards in Program Evaluation
Disseminating Evaluation Information
Measuring Success of Preventing Programs
Building and Sustaining Effective Prevention Practices
Building Effective Prevention Practices
Putting It All Together
Postscript
References
Index

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