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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
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