Challenging Behavior in Elementary and Middle School
Published on 16. October 2008
Book
Paperback/Softback
384 pages
978-0-205-46099-1 (ISBN)
Description
Winner of the 2009 Textbook Excellence Award (Texty) from the Text and Academic Authors Association (TAA).
Written by an educator and consultant who has spent 30 years working with children and families and a writer who specializes in education issues, Challenging Behaviors in Elementary and Middle School is a comprehensive and indispensable resource for everyone who plans to work-or is currently working-in elementary and middle schools. This new resources presents in-depth background information and strategies to help pre-service and new and practicing teachers understand, prevent, and address the behavior problems found so often in today's schools.
The evidence-based techniques at its heart work with the most difficult behaviors and benefit every child in the classroom. They can be used alone or together, creating tools suitable for many different children and situations. The text brings together in one practical, academically rigorous, user-friendly volume facts and techniques drawn from neuroscience, psychology, psychiatry, special education, classroom management child development, cross-cultural research, and proactive social and emotional skills programs. In addition to chapters on such strategies as positive behavior support and functional assessment and preventing challenging behavior, the book includes chapters on self-reflection, the teacher-child relationship, inclusion, bullying, culture, and partnerships with families. It also presents vital background on aggressive and antisocial behavior, the teenage brain, and risk factors for challenging behavior, as well as how to build resilience by focusing on children's strengths. Every chapter ends with discussion questions, and many feature short case scenarios with problems to solve.Once again, the renowned author team of Kaiser and Rasminsky has written a compelling and necessary resource for teachers and educational professionals everywhere.
See what judges from the Text and Academic Authors Association (TAA) have to say about the 2009 winner of the Textbook Excellence Award (Texty):
"An excellent contemporary text for any beginning or seasoned education professional. It is easily readable, with all the research, as well as the descriptive, real-life scenarios to maintain interest. The suggestions, proactive measures, and analyses are clearly present to create a concise handbook for the challenges of the modern classroom."
"This research based textbook is written in an easy-to-read conversational style. It is interesting, cover to cover, as well informative; it is also, practical and true to classroom life."
"The authors suggest a variety of individual interventions and classroom management strategies to prevent, nip in the bud, deescalate, and survive the challenging behaviors of disruptive students. Of particular appeal are the episodes about two challenging pupils, Andrew (age 9) and Jasmine (age 13), which are sprinkled through the book."
"This book should be a must read for present and future teachers. It was readable but most importantly not just by academicians but by anyone who has the desire to learn. It is convincing academically and scientifically but mostly it is thoughtful, practical and useful."
"Its organization is impeccable. It goes from the general to the specific from the theoretical to the workable."
"I felt chapter six `Opening the Culture Door' to be of vital importance. The book does an excellent job in defining how these beliefs influence behavior and how the teacher can respond to these cultural differences."
"I felt the chapter `Guidance and Discipline Strategies' was excellent. A system where practical ways of dealing with the four states of mind are presented, offering strategies which bring the student back to the "competent state". I was encouraged by the totally positive approach of the system."
"The book is a classic to be studied and followed."
Written by an educator and consultant who has spent 30 years working with children and families and a writer who specializes in education issues, Challenging Behaviors in Elementary and Middle School is a comprehensive and indispensable resource for everyone who plans to work-or is currently working-in elementary and middle schools. This new resources presents in-depth background information and strategies to help pre-service and new and practicing teachers understand, prevent, and address the behavior problems found so often in today's schools.
The evidence-based techniques at its heart work with the most difficult behaviors and benefit every child in the classroom. They can be used alone or together, creating tools suitable for many different children and situations. The text brings together in one practical, academically rigorous, user-friendly volume facts and techniques drawn from neuroscience, psychology, psychiatry, special education, classroom management child development, cross-cultural research, and proactive social and emotional skills programs. In addition to chapters on such strategies as positive behavior support and functional assessment and preventing challenging behavior, the book includes chapters on self-reflection, the teacher-child relationship, inclusion, bullying, culture, and partnerships with families. It also presents vital background on aggressive and antisocial behavior, the teenage brain, and risk factors for challenging behavior, as well as how to build resilience by focusing on children's strengths. Every chapter ends with discussion questions, and many feature short case scenarios with problems to solve.Once again, the renowned author team of Kaiser and Rasminsky has written a compelling and necessary resource for teachers and educational professionals everywhere.
See what judges from the Text and Academic Authors Association (TAA) have to say about the 2009 winner of the Textbook Excellence Award (Texty):
"An excellent contemporary text for any beginning or seasoned education professional. It is easily readable, with all the research, as well as the descriptive, real-life scenarios to maintain interest. The suggestions, proactive measures, and analyses are clearly present to create a concise handbook for the challenges of the modern classroom."
"This research based textbook is written in an easy-to-read conversational style. It is interesting, cover to cover, as well informative; it is also, practical and true to classroom life."
"The authors suggest a variety of individual interventions and classroom management strategies to prevent, nip in the bud, deescalate, and survive the challenging behaviors of disruptive students. Of particular appeal are the episodes about two challenging pupils, Andrew (age 9) and Jasmine (age 13), which are sprinkled through the book."
"This book should be a must read for present and future teachers. It was readable but most importantly not just by academicians but by anyone who has the desire to learn. It is convincing academically and scientifically but mostly it is thoughtful, practical and useful."
"Its organization is impeccable. It goes from the general to the specific from the theoretical to the workable."
"I felt chapter six `Opening the Culture Door' to be of vital importance. The book does an excellent job in defining how these beliefs influence behavior and how the teacher can respond to these cultural differences."
"I felt the chapter `Guidance and Discipline Strategies' was excellent. A system where practical ways of dealing with the four states of mind are presented, offering strategies which bring the student back to the "competent state". I was encouraged by the totally positive approach of the system."
"The book is a classic to be studied and followed."
More details
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 189 mm
Width: 234 mm
Thickness: 20 mm
Weight
649 gr
ISBN-13
978-0-205-46099-1 (9780205460991)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
In the 18 years they've worked together, Barbara Kaiser and Judy Sklar Rasminsky-whose book Challenging Behavior in Young Children won a 2007 Texty Award for textbook excellence-have written a series of books unique in education. Combining Barbara's three decades as a teacher and education consultant with Judy's writing skills, their texts bring readers solid research and practical strategies in a reader-friendly style.
Barbara has presented workshops and keynotes on challenging behavior across North America; acted as chief consultant for Facing the Challenge, an instructional DVD based on Challenging Behavior in Young Children (Devereux Early Childhood Initiative, 2007); and advised the Addressing Youth Violence Project for Western Nova Scotia. She has taught at Acadia University in Wolfville, Nova Scotia, and Concordia University in Montreal.
Judy, a freelance writer specializing in education and health, joined Barbara in writing The Daycare Handbook (1991). In 1999, their bestselling Meeting the Challenge was selected by the National Association for the Education of Young Children as a Comprehensive Membership Benefit. Judy's articles have appeared in the Reader's Digest, the Los Angeles Times, and other magazines, newspapers, and textbooks. In 2004, she won several awards for her contributions to a history of the Clinical Center at the National Institutes of Health in Washington, DC.
Barbara has presented workshops and keynotes on challenging behavior across North America; acted as chief consultant for Facing the Challenge, an instructional DVD based on Challenging Behavior in Young Children (Devereux Early Childhood Initiative, 2007); and advised the Addressing Youth Violence Project for Western Nova Scotia. She has taught at Acadia University in Wolfville, Nova Scotia, and Concordia University in Montreal.
Judy, a freelance writer specializing in education and health, joined Barbara in writing The Daycare Handbook (1991). In 1999, their bestselling Meeting the Challenge was selected by the National Association for the Education of Young Children as a Comprehensive Membership Benefit. Judy's articles have appeared in the Reader's Digest, the Los Angeles Times, and other magazines, newspapers, and textbooks. In 2004, she won several awards for her contributions to a history of the Clinical Center at the National Institutes of Health in Washington, DC.
Content
Introduction
CHAPTER 1: What Is Challenging Behavior?
Is challenging behavior ever appropriate?
What happens to students with more serious behavior problems?
Does challenging behavior always develop the same way?
What do the theorists say about aggression and antisocial behavior
Does culture play a role in aggressive behavior?
What do you think?
Suggested reading
References
Chapter 2: Risk Factors
What causes challenging behavior?
Child Risk Factors
Genes
Gender
Temperament
Complications of pregnancy and birth
Problems with brain function
Environmental Risk Factors
Family factors and parenting style
Peer influences
School
Poverty and the conditions surrounding it
Exposure to violence
Violent media
Turbulent times
Understanding risk
What do you think?
Suggested reading and resources
References
CHAPTER 3: Protective Factors
The first wave: What qualities help a child bounce back?
Individual factors
Family factors
Community factors
The second wave: How do protective factors work?
The third wave: Integrating biology and intervention
What do you think?
Suggested reading
References
CHAPTER 4: Behavior and the Brain
Early Experience and the Brain
How does the brain develop?
How does experience affect brain development?
Are there any critical periods in the social and emotional realm?
How does early experience affect the stress system?
What role do genes play?
The Adolescent Brain
How does puberty affect the brain?
What about cognitive development?
What happens when emotion and cognition are out of sync?
Aggression and the Adult Brain
Which parts of the brain are involved in aggressive behavior?
What does all this mean?
What do you think?
Suggested reading
References
CHAPTER 5: Relationship, Relationship, Relationship
The caring connection
Understanding Yourself
"Who are you" said the caterpillar
What influences the way you relate to a child with challenging behavior?
What is self-reflection?
How do you reflect?
When do you reflect?
Are there any techniques to help you reflect?
Understanding the Child
What is the role of attachment?
How does attachment affect behavior?
How does temperament influence attachment
What happens to attachment as children grow older?
Establishing a Relationship with the Child
How does a close relationship with a teacher protect a child?
How can you develop a positive relationship with a child with challenging behavior?
What is self-reflection?
How do you reflect?
When do you reflect?
Are there any techniques to help you reflect?
Back to the beginning
Establishing a Relationship with the Family
What keeps teachers and families apart?
Getting to know you
What about parent-teacher night?
Should teachers visit families at home?
The next step
What do you think?
What would you do?
Suggested reading
References
CHAPTER 6: Opening the Culture Door
What Is Culture?
What does culture have to do with identity?
Are cultures really so different?
The melting pot and the salad bowl
When Home Culture Meets School Culture
The culture of school
How does culture influence behavior?
How can you make your teaching more culturally responsive?
Some Cultural Characteristics
Does each culture have its own special characteristics?
Why all this matters
What do you think?
Suggested Reading
References
CHAPTER 7: Preventing Challenging Behavior: The Social Context
How does prevention work?
We're all the same, yet we're all different
Creating the Social Context
What kind of social context fosters prosocial behavior and discourages aggressive behavior?
What is the teachers' role in the social context?
Why should we include children with challenging behaviors?
How can you create a caring, cooperative, and inclusive community?
Teaching Social and Emotional Skills
How do children learn social and emotional skills?
How do you teach social and emotional skills?
What skills do children need to learn?
What do you think?
Suggested reading and resources
References
CHAPTER 8: Preventing Challenging Behavior: Physical Space, Classroom Management and Teaching Strategies
The Physical Space
Where will they sit?
Where does the teacher belong?
Other spaces
Deck the walls
Taking responsibility in the classroom
Classroom Management
Providing a daily schedule
Using procedures
Managing the group
Teaching Strategies
Differentiated Instruction
Sharing responsibility and providing choice
A compendium of teaching strategies
Homework or not
When Circumstances Change
Providing reassurance
Talking about feelings
Routines and activities
Maintaining the social context
Connecting with colleagues and parents
Taking care of yourself
What do you think?
Suggested reading
References
CHAPTER 9: Guidance and Other Discipline Strategies
How do strategies differ?
What makes a strategy work?
What is developmental discipline?
How does Teacher Effectiveness Training work?
How useful is positive reinforcement?
What about natural and logical consequences?
Time-out, punishment, and time away
How does culture influence guidance?
What do you think?
What would you do?
Suggested reading
References
CHAPTER 10: The WEVAS Strategy
The competent state and calibration
The anxious state
The agitated state
The aggressive state
The assaultive state
The open state
What do you think?
What would you do?
Suggested reading and resources
References
CHAPTER 11: Functional Assessment and Positive Behavior Support
Performing a Functional Assessment
When is it appropriate to use functional assessment and positive behavior support?
How do you figure out the function of a behavior?
What functions can behavior serve?
What about appropriate behavior?
Working as a team
How do you get the information you need for a functional assessment?
How do you develop a hypothesis?
Creating a Positive Behavior Support Plan
How do you develop a positive behavior support plan?
How does the plan look?
What do you think?
Suggested reading and resources
References
CHAPTER 12: The Inclusive Classroom
About Inclusion
Why is inclusion important?
How does IDEA work?
What's happening on the front lines?
How is a child who needs special education identified?
Does IDEA include all disabilities?
Can IEP address behavior?
Who is responsible for implementing an IEP?
Preventing and Addressing Challenging Behavior in Children with Disabilities
Does a student's disability play a role in challenging behavior?
Who can help?
How can an inclusive social context prevent challenging behavior?
How can you organize the physical space to prevent challenging behavior?
How can classroom routines and teaching strategies prevent challenging behavior?
How can you respond effectively to challenging behavior?
Additions to the toolbox
What do you think?
What would you do?
Suggested reading and resources
References
CHAPTER 13: Working with Families and Other Experts
Preparing to Meet the Family
How do families react to news of challenging behavior?
How do you feel?
How can colleagues help?
Meeting with the Family
How do you arrange a meeting?
What should happen in a meeting with the family?
How do you close a meeting?
What if you and the family disagree?
Working with Other Experts
What about getting additional expert advice?
What do you think?
What would you do?
Suggested reading
References
CHAPTER 14: Bullying
What is Bullying?
How common is bullying?
Who are the students who bully others?
Who are the targets of bullying?
Who are the bystanders?
How Can Teachers Reduce and Prevent Bullying?
The whole-school approach
Working in your own classroom
What helps students cope with bullying?
Responding to Bullying
What does the law say?
How do you respond to bullying?
What if you don't see the bullying?
What do you say to students involved in bullying?
Working with the parents of students involved in bullying
What do you think?
What would you do?
Suggested reading and resources
References
Appendix A: ABC Chart
Appendix B: The Functional Assessment Observation Form
Index
CHAPTER 1: What Is Challenging Behavior?
Is challenging behavior ever appropriate?
What happens to students with more serious behavior problems?
Does challenging behavior always develop the same way?
What do the theorists say about aggression and antisocial behavior
Does culture play a role in aggressive behavior?
What do you think?
Suggested reading
References
Chapter 2: Risk Factors
What causes challenging behavior?
Child Risk Factors
Genes
Gender
Temperament
Complications of pregnancy and birth
Problems with brain function
Environmental Risk Factors
Family factors and parenting style
Peer influences
School
Poverty and the conditions surrounding it
Exposure to violence
Violent media
Turbulent times
Understanding risk
What do you think?
Suggested reading and resources
References
CHAPTER 3: Protective Factors
The first wave: What qualities help a child bounce back?
Individual factors
Family factors
Community factors
The second wave: How do protective factors work?
The third wave: Integrating biology and intervention
What do you think?
Suggested reading
References
CHAPTER 4: Behavior and the Brain
Early Experience and the Brain
How does the brain develop?
How does experience affect brain development?
Are there any critical periods in the social and emotional realm?
How does early experience affect the stress system?
What role do genes play?
The Adolescent Brain
How does puberty affect the brain?
What about cognitive development?
What happens when emotion and cognition are out of sync?
Aggression and the Adult Brain
Which parts of the brain are involved in aggressive behavior?
What does all this mean?
What do you think?
Suggested reading
References
CHAPTER 5: Relationship, Relationship, Relationship
The caring connection
Understanding Yourself
"Who are you" said the caterpillar
What influences the way you relate to a child with challenging behavior?
What is self-reflection?
How do you reflect?
When do you reflect?
Are there any techniques to help you reflect?
Understanding the Child
What is the role of attachment?
How does attachment affect behavior?
How does temperament influence attachment
What happens to attachment as children grow older?
Establishing a Relationship with the Child
How does a close relationship with a teacher protect a child?
How can you develop a positive relationship with a child with challenging behavior?
What is self-reflection?
How do you reflect?
When do you reflect?
Are there any techniques to help you reflect?
Back to the beginning
Establishing a Relationship with the Family
What keeps teachers and families apart?
Getting to know you
What about parent-teacher night?
Should teachers visit families at home?
The next step
What do you think?
What would you do?
Suggested reading
References
CHAPTER 6: Opening the Culture Door
What Is Culture?
What does culture have to do with identity?
Are cultures really so different?
The melting pot and the salad bowl
When Home Culture Meets School Culture
The culture of school
How does culture influence behavior?
How can you make your teaching more culturally responsive?
Some Cultural Characteristics
Does each culture have its own special characteristics?
Why all this matters
What do you think?
Suggested Reading
References
CHAPTER 7: Preventing Challenging Behavior: The Social Context
How does prevention work?
We're all the same, yet we're all different
Creating the Social Context
What kind of social context fosters prosocial behavior and discourages aggressive behavior?
What is the teachers' role in the social context?
Why should we include children with challenging behaviors?
How can you create a caring, cooperative, and inclusive community?
Teaching Social and Emotional Skills
How do children learn social and emotional skills?
How do you teach social and emotional skills?
What skills do children need to learn?
What do you think?
Suggested reading and resources
References
CHAPTER 8: Preventing Challenging Behavior: Physical Space, Classroom Management and Teaching Strategies
The Physical Space
Where will they sit?
Where does the teacher belong?
Other spaces
Deck the walls
Taking responsibility in the classroom
Classroom Management
Providing a daily schedule
Using procedures
Managing the group
Teaching Strategies
Differentiated Instruction
Sharing responsibility and providing choice
A compendium of teaching strategies
Homework or not
When Circumstances Change
Providing reassurance
Talking about feelings
Routines and activities
Maintaining the social context
Connecting with colleagues and parents
Taking care of yourself
What do you think?
Suggested reading
References
CHAPTER 9: Guidance and Other Discipline Strategies
How do strategies differ?
What makes a strategy work?
What is developmental discipline?
How does Teacher Effectiveness Training work?
How useful is positive reinforcement?
What about natural and logical consequences?
Time-out, punishment, and time away
How does culture influence guidance?
What do you think?
What would you do?
Suggested reading
References
CHAPTER 10: The WEVAS Strategy
The competent state and calibration
The anxious state
The agitated state
The aggressive state
The assaultive state
The open state
What do you think?
What would you do?
Suggested reading and resources
References
CHAPTER 11: Functional Assessment and Positive Behavior Support
Performing a Functional Assessment
When is it appropriate to use functional assessment and positive behavior support?
How do you figure out the function of a behavior?
What functions can behavior serve?
What about appropriate behavior?
Working as a team
How do you get the information you need for a functional assessment?
How do you develop a hypothesis?
Creating a Positive Behavior Support Plan
How do you develop a positive behavior support plan?
How does the plan look?
What do you think?
Suggested reading and resources
References
CHAPTER 12: The Inclusive Classroom
About Inclusion
Why is inclusion important?
How does IDEA work?
What's happening on the front lines?
How is a child who needs special education identified?
Does IDEA include all disabilities?
Can IEP address behavior?
Who is responsible for implementing an IEP?
Preventing and Addressing Challenging Behavior in Children with Disabilities
Does a student's disability play a role in challenging behavior?
Who can help?
How can an inclusive social context prevent challenging behavior?
How can you organize the physical space to prevent challenging behavior?
How can classroom routines and teaching strategies prevent challenging behavior?
How can you respond effectively to challenging behavior?
Additions to the toolbox
What do you think?
What would you do?
Suggested reading and resources
References
CHAPTER 13: Working with Families and Other Experts
Preparing to Meet the Family
How do families react to news of challenging behavior?
How do you feel?
How can colleagues help?
Meeting with the Family
How do you arrange a meeting?
What should happen in a meeting with the family?
How do you close a meeting?
What if you and the family disagree?
Working with Other Experts
What about getting additional expert advice?
What do you think?
What would you do?
Suggested reading
References
CHAPTER 14: Bullying
What is Bullying?
How common is bullying?
Who are the students who bully others?
Who are the targets of bullying?
Who are the bystanders?
How Can Teachers Reduce and Prevent Bullying?
The whole-school approach
Working in your own classroom
What helps students cope with bullying?
Responding to Bullying
What does the law say?
How do you respond to bullying?
What if you don't see the bullying?
What do you say to students involved in bullying?
Working with the parents of students involved in bullying
What do you think?
What would you do?
Suggested reading and resources
References
Appendix A: ABC Chart
Appendix B: The Functional Assessment Observation Form
Index