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| Preface | |
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| Developing a Reflective Approach to Problems | |
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| Analyzing Cases | |
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| Questions for Reflection | |
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| How will analyzing cases help me in the classroom? | |
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| How should I analyze a case? | |
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| What are the issues that I should attend to first? | |
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| What actions should I take to resolve the issues? | |
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| What knowledge will I need to formulate an action to resolve the issues? | |
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| What are the perspectives of the people involved in the plan, and what can I predict about their behavior? | |
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| What might be the consequences of my actions? | |
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| Summary | |
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| References and Resources for Further Study | |
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| Endnotes | |
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| Identifying Behavior Problems | |
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| Questions for Reflection | |
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| Could this problem be a result of inappropriate curriculum or teaching strategies? | |
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| What do I demand and prohibit, and what should I? | |
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| Demands | |
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| Prohibitions | |
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| Why do certain behaviors bother me, and what should I do about them? | |
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| Is this behavior developmentally significant? | |
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| Academic Failure | |
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| Aggression | |
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| Depression | |
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| Problems with Peers | |
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| A Note about Multiple Problems | |
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| Should I focus on a behavioral excess or a deficiency? | |
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| Will resolution of the problem solve anything else? | |
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| Summary | |
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| References and Resources for Further Study | |
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| Endnotes | |
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| Analyzing Behavior Problems | |
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| Questions for Reflection | |
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| What are my assumptions about why students behave the way they do? | |
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| What are the most important alternative explanations of the misbehavior? | |
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| Are there causes of the misbehavior that I can control to a significant degree? | |
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| How should I define the behavior I am concerned about and identify its antecedents and consequences? | |
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| Defining Behavior | |
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| Identifying Antecedents | |
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| Identifying Consequences | |
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| Identifying Chains of Events | |
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| Identifying Coercive Interactions | |
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| Identifying the Patterns and Stages of Misbehavior | |
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| How might I identify the probable cognitive and affective aspects of the misbehavior? | |
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| How should I measure the behavior problem and behavior change? | |
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| What is a reasonable goal? | |
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| How do I accomplish a functional assessment of behavior and write a positive behavior intervention plan? | |
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| Summary | |
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| References and Resources for Further Study | |
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| Endnotes | |
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| Changing Behavior | |
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| Questions for Reflection | |
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| Have I tried the simplest and most obvious strategies? | |
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| What approaches to helping students change their behavior are most likely to be successful? | |
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| How might I use the five operations of a behavioral approach? | |
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| Positive Reinforcement | |
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| Negative Reinforcement | |
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| Extinction | |
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| Response Cost Punishment | |
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| Punishment by Presenting Aversives | |
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| How can I capitalize on the cognitive and affective aspects of behavior change? | |
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| Talking with Students | |
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| Choosing Consequences for Students' Behavior | |
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| Teaching Self-Control Procedures | |
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| Teaching Social Skills | |
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| Is my approach positive and supportive of appropriate behavior? | |
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| Can I use an instructional approach to prevent this behavior problem? | |
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| Precorrecting Problems | |
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| Interrupting the Acting-Out Cycle | |
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| Special Note on Digital Resources | |
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| Summary | |
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| References and Resources for Further Study | |
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| Endnotes | |
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| Talking with Students | |
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| Questions for Reflection | |
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| How does classroom talk differ from talking in other places? | |
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| How is talking with students about their behavior related to my teaching goals? | |
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| How can I avoid unproductive talking with students about their behavior? | |
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| What verbal and nonverbal communication skills must I model and teach? | |
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| Listening | |
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| Using Proximity | |
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| Speaking Body Language | |
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| Establishing Eye Contact and Varying Facial Expressions | |
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| Pausing, Reflecting, and Probing | |
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| Describing, Not Judging | |
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| Choosing the Best Words | |
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| Using the Best Voice | |
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| Setting the Right Pace | |
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| Summarizing | |
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| Questioning | |
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| Waiting | |
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| How can talking with students help teach them personal responsibility? | |
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| How should I talk with students about appropriate behavior? | |
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| How should I talk with students about unacceptable behavior? | |
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| How should I talk with angry or aggressive students? | |
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| How should I talk with students who are withdrawn? | |
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| Summary | |
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| References and Resources for Further Study | |
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| Endnotes | |
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| Using Peer Influence | |
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| Questions for Reflection | |
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| How might I use observational learning and vicarious consequences to affect the behavior of my students' peers? | |
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| Models Who Are Likely to Be Imitated | |
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| Rewarding the Model and Target Student | |
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| Limits of Vicarious Effects | |
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| What type of group contingency might I use to create desirable peer pressure? | |
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| Independent Group Contingencies | |
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| Dependent Group Contingencies | |
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| Interdependent Group Contingencies | |
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| Cooperative Learning | |
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| Cautions about Group Contingencies | |
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| How might I engage classroom peers as confederates? | |
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| How might I use peer tutors as a classroom resource? | |
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| Choosing and Training Tutors | |
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| Limitations of Peer Tutoring | |
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| What options should I consider in teaching social skills? | |
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| Summary | |
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| References and Resources for Further Study | |
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| Endnotes | |
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| Working with Other Educators | |
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| Questions for Reflection | |
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| When do I need to seek assistance from colleagues? | |
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| How might I work with others to solve problems? | |
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| Expert and Collaborative Consultation | |
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| Collaborative Teaching | |
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| Intervention Assistance Teams | |
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| What are some of the principles that can guide collaborative work? | |
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| Context, History, and Problem Solving | |
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| What specific processes can be used to implement and evaluate collaborative work? | |
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| A Collaborative Framework | |
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| A Cyclical, Iterative Approach to Problem Solving | |
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| Summary | |
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| References and Resources for Further Study | |
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| Endnotes | |
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| Working with Parents and Families | |
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| Questions for Reflection | |
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| Why should I involve parents and families? | |
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| Who are the parents of my students? | |
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| Understanding Economic Stresses on Families | |
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| Understanding Parents from Different Cultural or Ethnic Backgrounds | |
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| What are my prejudices? | |
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| What is the reciprocity of parent-child interaction? | |
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| What are the school guidelines for communicating with parents? | |
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| When and how should I involve parents, especially parents of tough kids? | |
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| The Sooner, the Better | |
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| Letters | |
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| Parent Conferences | |
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| Abusive Parents | |
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| In what ways can I involve parents and families? | |
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| Home-Note Programs | |
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| Why is it so hard to involve parents? | |
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| Summary | |
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| References and Resources for Further Study | |
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| On-Line Resources for Families | |
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| Endnotes | |
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| Cases for Analysis, Discussion, and Reflection | |
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| What You Don't Know Can Hurt You! | |
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| Grandma's Boy | |
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| Lenny | |
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| When Secrets Disable | |
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| They Failed Derrick | |
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| Stealing Time | |
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| The Truth about Alice | |
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| One Bad Apple | |
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| Where to Now? | |
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| The Contract with Parrish and Son | |
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| Winnie | |
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| Whose Class Is This? | |
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| Wandering in the Wilderness-The Ups and Downs of a Novice LD Teacher | |
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| Alone in the Dark | |
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| Caught in the Middle | |
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| My Son Is Not Average! | |
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| The One That Got Away | |
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| James's Uncertain Future | |
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| Carmela's Predicament | |
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| What's Inclusion Got to Do with It? | |
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| Finding the Mesh: A Conversation with Collaborative High School Teachers | |
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| Index | |