Managing Classroom Behavior
A Reflective, Case-Based Approach
3rd Edition
Published on 23. July 2002
Book
Paperback/Softback
240 pages
978-0-205-34086-6 (ISBN)
Description
This popular case-based text applies behavior management principles to classroom teaching, with an emphasis on analyzing behavior management as an instructional problem.
Managing Classroom Behavior summarizes principles of good instruction, the acting-out cycle, and how to work with students, other teachers, and parents. Behavioral principles and practices based on empirical research are illustrated with numerous examples. This text gives students practice in applying principles through analysis of actual case studies through self-questioning and reflection. Topics include identifying and analyzing behavior problems, basic behavior change strategies, talking with students, using the peer group, and working with other educators and parents.
Managing Classroom Behavior summarizes principles of good instruction, the acting-out cycle, and how to work with students, other teachers, and parents. Behavioral principles and practices based on empirical research are illustrated with numerous examples. This text gives students practice in applying principles through analysis of actual case studies through self-questioning and reflection. Topics include identifying and analyzing behavior problems, basic behavior change strategies, talking with students, using the peer group, and working with other educators and parents.
More details
Edition
3rd edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 235 mm
Width: 178 mm
ISBN-13
978-0-205-34086-6 (9780205340866)
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
Other editions
New editions
James M. Kauffman | Mark P. Mostert | Stanley C. Trent
Managing Classroom Behavior
A Reflective Case-Based Approach
Book
07/2005
4th Edition
Pearson
€77.03
Article exhausted; check for reprint
Content
All chapters conclude with "Summary" and "References and Resources for Further Study, " and "Reference Notes."
Preface.
I. DEVELOPING A REFLECTIVE APPROACH TO PROBLEMS.
1. Identifying Behavior Problems.
Could This Problem Be a Result of Inappropriate Curriculum or Teaching Strategies?
What Do I Demand and Prohibit, and What Should I?
Why Do Certain Behaviors Bother Me, and What Should I Do About Them?
Is This Behavior Developmentally Significant?
Should I Concentrate on a Behavioral Excess or a Deficiency?
Will Resolution of the Problem Solve Anything Else?
2. Analyzing Behavior Problems.
What Are My Assumptions About Why Students Behave the Way They Do?
What Are the Most Important Explanations of the Misbehavior?
Are There Causes of the Misbehavior That I Can Control to a Significant Degree?
How Should I Define the Behavior I Am Concerned About and Identify Its Antecedents and Consequences?
How Might I Identify the Probable Cognitive and Affective Aspects of the Behavior?
How Should I Measure the Behavior Problem and Changes in It?
What Is a Reasonable Goal?
How Do I Accomplish a Functional Assessment of Behavior?
3. Changing Behavior.
Have I Tried the Simplest and Most Obvious Strategies?
What Approaches to Helping Students Change Their Behavior Are Most Likely to Be Successful?
How Might I Use the Five Operations of a Behavioral Approach?
How Can I Capitalize on the Cognitive and Affective Aspects of Behavior Change?
Is My Approach Positive and Supportive of Appropriate Behavior?
Can I Use an Instructional Approach to Prevent This Behavior Problem?
4. Talking with Students.
How Does Classroom Talk Differ from Talking In Other Places?
How Is Talking with Students About Their Behavior Related to My Teaching Goals?
How Can I Avoid Unproductive Talking with Students About Their Behavior?
What Verbal and Nonverbal Communication Skills Must I Model and Teach?
How Can Talking with Students Help Teach Them Personal Responsibility?
How Should I Talk with Students About Appropriate Behavior?
How Should I Talk with Students About Unacceptable Behavior?
How Should I Talk with Angry or Aggressive Students?
How Should I Talk with Students Who Are Withdrawn?
5. Using Peer Influence.
How Might I Use Observational Learning and Vicarious Consequences to Affect the Behavior of My Students' Peers?
What Type of Group Contingency Might I Use to Create Desirable Peer Pressure?
How Might I Engage Classroom Peers as Confederates?
How Might I Use Peer Tutors as a Classroom Resource?
What Options Should I Consider in Teaching Social Skills?
6. Working with Other Educators.
When Do I Need to Seek Assistance from Colleagues?
How Might I Work with Others to Solve Problems?
What Specific Procedures Should Be Followed, and to What Extent Should I Participate?
How Can Administrators, Parents, and Students Participate In the Collaborative Problem-Solving Process?
How Do Team Members Monitor and Evaluate the Effectiveness of Interventions?
What Are Some Cautions on Collaborating with Others?
7. Working with Families by Daniel P. Hallahan and Elizabeth A. Martinez.
Why Should I Involve Parents?
Why Is It So Hard to Involve Parents?
When Should I Involve Parents?
Should I Expect All Parents to Be Involved?
How Should I Communicate with Parents?
In What Ways Can I Involve Parents?
II. CASES FOR ANALYSIS, DISCUSSION, AND REFLECTION.
What You Don't Know Can Hurt You!
Grandma's Boy.
Lenny.
When Secrets Disable.
What's Inclusion Got to Do with It?
They Failed Derrick: Stealing Time.
The Truth About Alice: One Bad Apple.
Where to Now? You've Got a Friend.
The Contract with Parrish and Son.
Winnie.
Whose Class Is This?
Wandering in the Wilderness: The Ups and Downs of a Novice LD Teacher.
Alone in the Dark.
Nature Versus Nurture.
Caught in the Middle.
My Son Is Not Average!
The One That Got Away.
Ain't Gonna Let Nobody Turn Me Around.
Preface.
I. DEVELOPING A REFLECTIVE APPROACH TO PROBLEMS.
1. Identifying Behavior Problems.
Could This Problem Be a Result of Inappropriate Curriculum or Teaching Strategies?
What Do I Demand and Prohibit, and What Should I?
Why Do Certain Behaviors Bother Me, and What Should I Do About Them?
Is This Behavior Developmentally Significant?
Should I Concentrate on a Behavioral Excess or a Deficiency?
Will Resolution of the Problem Solve Anything Else?
2. Analyzing Behavior Problems.
What Are My Assumptions About Why Students Behave the Way They Do?
What Are the Most Important Explanations of the Misbehavior?
Are There Causes of the Misbehavior That I Can Control to a Significant Degree?
How Should I Define the Behavior I Am Concerned About and Identify Its Antecedents and Consequences?
How Might I Identify the Probable Cognitive and Affective Aspects of the Behavior?
How Should I Measure the Behavior Problem and Changes in It?
What Is a Reasonable Goal?
How Do I Accomplish a Functional Assessment of Behavior?
3. Changing Behavior.
Have I Tried the Simplest and Most Obvious Strategies?
What Approaches to Helping Students Change Their Behavior Are Most Likely to Be Successful?
How Might I Use the Five Operations of a Behavioral Approach?
How Can I Capitalize on the Cognitive and Affective Aspects of Behavior Change?
Is My Approach Positive and Supportive of Appropriate Behavior?
Can I Use an Instructional Approach to Prevent This Behavior Problem?
4. Talking with Students.
How Does Classroom Talk Differ from Talking In Other Places?
How Is Talking with Students About Their Behavior Related to My Teaching Goals?
How Can I Avoid Unproductive Talking with Students About Their Behavior?
What Verbal and Nonverbal Communication Skills Must I Model and Teach?
How Can Talking with Students Help Teach Them Personal Responsibility?
How Should I Talk with Students About Appropriate Behavior?
How Should I Talk with Students About Unacceptable Behavior?
How Should I Talk with Angry or Aggressive Students?
How Should I Talk with Students Who Are Withdrawn?
5. Using Peer Influence.
How Might I Use Observational Learning and Vicarious Consequences to Affect the Behavior of My Students' Peers?
What Type of Group Contingency Might I Use to Create Desirable Peer Pressure?
How Might I Engage Classroom Peers as Confederates?
How Might I Use Peer Tutors as a Classroom Resource?
What Options Should I Consider in Teaching Social Skills?
6. Working with Other Educators.
When Do I Need to Seek Assistance from Colleagues?
How Might I Work with Others to Solve Problems?
What Specific Procedures Should Be Followed, and to What Extent Should I Participate?
How Can Administrators, Parents, and Students Participate In the Collaborative Problem-Solving Process?
How Do Team Members Monitor and Evaluate the Effectiveness of Interventions?
What Are Some Cautions on Collaborating with Others?
7. Working with Families by Daniel P. Hallahan and Elizabeth A. Martinez.
Why Should I Involve Parents?
Why Is It So Hard to Involve Parents?
When Should I Involve Parents?
Should I Expect All Parents to Be Involved?
How Should I Communicate with Parents?
In What Ways Can I Involve Parents?
II. CASES FOR ANALYSIS, DISCUSSION, AND REFLECTION.
What You Don't Know Can Hurt You!
Grandma's Boy.
Lenny.
When Secrets Disable.
What's Inclusion Got to Do with It?
They Failed Derrick: Stealing Time.
The Truth About Alice: One Bad Apple.
Where to Now? You've Got a Friend.
The Contract with Parrish and Son.
Winnie.
Whose Class Is This?
Wandering in the Wilderness: The Ups and Downs of a Novice LD Teacher.
Alone in the Dark.
Nature Versus Nurture.
Caught in the Middle.
My Son Is Not Average!
The One That Got Away.
Ain't Gonna Let Nobody Turn Me Around.