You Can't Make Me!: From Chaos to Cooperation in the Elementary Classroom Book

List of Figures     ix
Preface     xi
Acknowledgments     xiii
About the Author     xv
Foundations and Frameworks     1
Introduction     2
Foundational Principles     2
The only person I can control is myself     3
Behavior is purposeful     4
Reinforcement increases the likelihood that a behavior will be repeated     5
Punishment decreases the likelihood that a behavior will be repeated     6
All people have the same basic needs     7
Each person has his or her own belief about how to meet a particular need     9
People who have had their needs met reliably through socially accepted means operate from three basic assumptions     10
Trauma and long-term exposure to shame-producing events shatters those assumptions     11
Human beings work to maintain a sense of control     13
Shame comes from public exposure of one's own vulnerability; human beings work to avoid shame     14
The four components of behavior are overt, observable actions, emotions, thoughts, and physiological reactions; interventions need to address all four     16
What we do to, for, and with youth has powerful, long-term effects     18
Theoretical Approaches to Behavior Management     19
The Behavioral Approach     19
The Biophysical Approach     20
The Ecological Approach     21
The Cognitive-Behavioral Approach     21
A Rationale for Integrating the Theoretical Approaches     22
Conclusion     24
Typical and Atypical Development     27
Introduction     27
Typical Development     28
Atypical Development     35
Assessment     40
Understanding the Whole Child: Essential Research Topics     40
Temperament Versus Learned Behavior     40
Externalizing and Internalizing Disorders: The Question of Blame     46
Neurodevelopmental Constructs     46
Assessment Tools: Expanding and Enhancing Their Application     47
Triage: A Rationale for Decision Making     47
Conclusion     50
Group Development     53
Introduction     53
Group Formation: Characteristics and Processes     56
Stages of Group Development     57
Stage 1     57
Stage 2     70
Stage 3     73
Roles That Students Play     74
Roles That Teachers Play     76
The Pecking Order     77
Strategies for Building Community     77
Conclusion     87
Classwide Behavior Management     89
Introduction     89
Conditions     91
Physical Environment     91
Schedule     92
Climate     93
Consequences     93
Expectations     94
Rules     94
Procedures     95
Reinforcement and Punishment     95
Curriculum     104
Teaching Rules     104
Teaching Social Skills     106
Teaching Optimism     109
Conclusion     115
The Behavior-Achievement Connection     117
Introduction     117
Learners Who Are at Risk     118
A Strategy Selection Framework     119
A Multifaceted Approach in Action     120
The Role of Assessment     121
Standardized Assessments     122
Informal Assessments     123
Reading Instruction     127
Essential Elements for Effective Reading Instruction     127
Algebraic Thinking     130
Key Elements That Facilitate Algebraic Thinking      130
Unit Planning     131
Identifying Major Topics, Process Skills, and Concepts     132
Strategic Ordering of Content     133
Prime Background Knowledge     134
Integrated and Scaffolded Learning Supports     135
Frequent and Varied Review     135
Critical Components of a Unit Plan     136
Critical Components of a Lesson Plan     136
Elements That Facilitate Learning for Students Who Are at Risk     138
Conclusion     139
Managing the "You Can't Make Me!" Moments     145
Introduction     145
Four Components of Behavior     146
Observable Behavior     147
Beliefs     147
Emotional Reactions     147
Physiological Reactions     148
The Anatomy of a Conflict     148
Stages of Aggression     151
Anxiety: Nonverbal Cues     151
Stress: Minor Behavior Problems     151
Defensive: Verbal Aggression     152
Physical Aggression     152
Tension Reduction: Crying or Verbal Venting     152
Prevention and Early Intervention     153
Appropriate Reasons for Interfering With a Behavior      153
Ineffective Responses to a Conflict     154
Surface Management Techniques     155
Passive Aggressive Behavior     160
Learned Behavior Versus Manifestations of Mental Illness     162
Conclusion     166
Special Case Interventions     167
A Note to General Education Teachers     168
Introduction     168
The Process     169
Support Team Formation     170
Problem Identification     170
Data Collection     174
Data Analysis     175
Positive Behavior Support Plan Development     178
Data Collection and Plan Revision     178
Jesse     178
Environment     181
Instruction     181
Reinforcement     182
Crisis Plan     183
Follow-Up     183
Brad     184
Environment     185
Instruction     185
Reinforcement     187
Crisis Plan     188
Follow-Up     188
Behavior Reduction Techniques     189
Differential Reinforcement     189
Extinction     189
Time Out      192
Aversive Stimuli     193
Additional Interventions and Resources     194
Social Stories     194
Social Autopsies     195
General Cognitive-Behavioral Curricula     197
Aggression Replacement Training     199
Social Skills Instruction     200
Kid Tools     201
Methods for Integrating Individual Plans With the Group Plan     202
The Ethics of Intervention Selection and Implementation     204
Conclusion     205
Resilience     207
Introduction     207
Research on Resilience     210
Facilitating Resilience in Schools     212
Ryan's Story     212
A Professional Response to Difficult Parents     218
A Rationale for Strengthening Elementary Programs for Children With Emotional and Behavioral Disorders     220
Facilitating Educators' Resilience     222
Characteristics of Effective Behavior Managers     223
Conclusion     225
Forms     227
Notes to Parents     267
References     281