Managing Difficult Behaviors Through Problem-Solving Instruction: Strategies for the Elementary Classroom / Edition 1

Managing Difficult Behaviors Through Problem-Solving Instruction: Strategies for the Elementary Classroom / Edition 1

by Stephen W. Smith, Ann P. Daunic
     
 

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

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Overview

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.

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Product Details

ISBN-13:
9780205456062
Publisher:
Pearson
Publication date:
12/16/2005
Edition description:
1ST
Pages:
128
Product dimensions:
6.80(w) x 9.10(h) x 0.40(d)
Age Range:
18 Years

Meet the Author

Table of Contents

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

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