Managing Difficult Behaviors through Problem Solving Instruction
Strategies for the Elementary Classroom
Published on 12. January 2006
Book
Paperback/Softback
128 pages
978-0-205-45606-2 (ISBN)
Description
This research-proven text provides a comprehensive and practical approach for teaching elementary school students to use social problem solving to self-manage their behavior.
Social problem solving offers a comprehensive approach to managing student social conflict and teaching self-management of behavior to students at a critical developmental stage. Its value is that it describes an approach for teachers and other school professionals to use with practical and easy-to-implement ideas of how to incorporate the problem-solving process in regular or special education classrooms, small groups, or individual counseling sessions.
Stephen W. Smith is a professor in the Department of Special Education at the University of Florida, teaching courses on classroom and behavior management. He has directed multiple, large scale research grants on the effectiveness of cognitive-behavioral interventions to reduce maladaptive student behavior and has won numerous University teaching and research awards. Ann Daunic is an Assistant Scholar/Co-Principal Investigator and Project Director in the Department of Special Education at the University of Florida. She has directed federally funded research grants in conflict resolution, anger management, and teacher preparation for diverse student populations. She has also been a counselor for at-risk college students and a private school administrator.
Social problem solving offers a comprehensive approach to managing student social conflict and teaching self-management of behavior to students at a critical developmental stage. Its value is that it describes an approach for teachers and other school professionals to use with practical and easy-to-implement ideas of how to incorporate the problem-solving process in regular or special education classrooms, small groups, or individual counseling sessions.
Stephen W. Smith is a professor in the Department of Special Education at the University of Florida, teaching courses on classroom and behavior management. He has directed multiple, large scale research grants on the effectiveness of cognitive-behavioral interventions to reduce maladaptive student behavior and has won numerous University teaching and research awards. Ann Daunic is an Assistant Scholar/Co-Principal Investigator and Project Director in the Department of Special Education at the University of Florida. She has directed federally funded research grants in conflict resolution, anger management, and teacher preparation for diverse student populations. She has also been a counselor for at-risk college students and a private school administrator.
More details
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 235 mm
Width: 178 mm
Weight
227 gr
ISBN-13
978-0-205-45606-2 (9780205456062)
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
Content
Preface
1. Why Should You Teach Social Problem Solving?
Why Teach Social Problem Solving to Children?
How Has Social Problem Solving Been Used in Psychology and
Related Fields?
How Might You Use Social Problem-Solving Instruction in Your Classroom?
Summary
Frequently Asked Questions
References
2. Where Does Social Problem Solving as an Intervention Come from and Does It Work?
How Did Social Problem Solving as an Intervention Come About?
So, What Are Cognitive-Behavioral Interventions?
Do Cognitive-Behavioral Interventions Work?
What Are the More Recent Studies of the Effects of CBIs on Behavior?
In General, CBIs Seem to Work, but What About Social Problem Solving?
Summary
Frequently Asked Questions
References
3. What Are the Other Types of Cognitive-Behavioral Interventions?
Self-Instructional Training
Verbal Mediation
Rational Emotive Therapy
Cognitive Therapy (CT)
Summary
Frequently Asked Questions
References
4. How Can You Teach Problem Solving Effectively?
Step 1: Recognizing the Problem
Step 2: Defining the Problem
Step 3: Generating Solutions
Step 4: Choosing/Enacting a Solution
Step 5: Evaluating the Outcome
Summary
Frequently Asked Questions
References
5. What Is Cognitive Modeling and How Does It Work?
What Is Cognitive Modeling?
Cognitions Play a Part in Problem Solving
How to Cognitively Model Problem Solving
What's Better? Mastery or Coping Models?
Correctly Using Cognitive Modeling
Summary
Frequently Asked Questions
References
6. How Can You Help Students Generalize Their Problem-Solving Skills?
Why Focus on Generalization?
Types of Generalization
Factors Affecting Generalization
Promoting Generalization
Overcoming Obstacles Specific to Social Problem Solving
Summary
Frequently Asked Questions
References
7. Tools for Getting Along (TFGA): Teaching Students to Problem Solve-A Classroom Example
Context and Rationale
Curriculum Development
Overview and Features
Specific Examples of How to Teach Each Problem-Solving Step
Booster Lessons
Important Implementation Issues
Preliminary Outcome Research
Summary
Frequently Asked Questions
References
Index
1. Why Should You Teach Social Problem Solving?
Why Teach Social Problem Solving to Children?
How Has Social Problem Solving Been Used in Psychology and
Related Fields?
How Might You Use Social Problem-Solving Instruction in Your Classroom?
Summary
Frequently Asked Questions
References
2. Where Does Social Problem Solving as an Intervention Come from and Does It Work?
How Did Social Problem Solving as an Intervention Come About?
So, What Are Cognitive-Behavioral Interventions?
Do Cognitive-Behavioral Interventions Work?
What Are the More Recent Studies of the Effects of CBIs on Behavior?
In General, CBIs Seem to Work, but What About Social Problem Solving?
Summary
Frequently Asked Questions
References
3. What Are the Other Types of Cognitive-Behavioral Interventions?
Self-Instructional Training
Verbal Mediation
Rational Emotive Therapy
Cognitive Therapy (CT)
Summary
Frequently Asked Questions
References
4. How Can You Teach Problem Solving Effectively?
Step 1: Recognizing the Problem
Step 2: Defining the Problem
Step 3: Generating Solutions
Step 4: Choosing/Enacting a Solution
Step 5: Evaluating the Outcome
Summary
Frequently Asked Questions
References
5. What Is Cognitive Modeling and How Does It Work?
What Is Cognitive Modeling?
Cognitions Play a Part in Problem Solving
How to Cognitively Model Problem Solving
What's Better? Mastery or Coping Models?
Correctly Using Cognitive Modeling
Summary
Frequently Asked Questions
References
6. How Can You Help Students Generalize Their Problem-Solving Skills?
Why Focus on Generalization?
Types of Generalization
Factors Affecting Generalization
Promoting Generalization
Overcoming Obstacles Specific to Social Problem Solving
Summary
Frequently Asked Questions
References
7. Tools for Getting Along (TFGA): Teaching Students to Problem Solve-A Classroom Example
Context and Rationale
Curriculum Development
Overview and Features
Specific Examples of How to Teach Each Problem-Solving Step
Booster Lessons
Important Implementation Issues
Preliminary Outcome Research
Summary
Frequently Asked Questions
References
Index