Preventing Problem Behaviors: Schoolwide Programs and Classroom Practices

Preventing Problem Behaviors: Schoolwide Programs and Classroom Practices


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In today's increasingly diverse PreK–12 classrooms, problem behaviors can often interrupt instructional time and disrupt learning. Designed for 21st-century school leaders, administrators, behavior specialists, and classroom teachers, this research-based guide offers specific strategies and plans for preventing problem behavior at both the classroom and school level.

Based on the premise that early response to problems can lead to better outcomes for students, the book's content is framed around four essential areas: foundations, intervention, collaboration, and evaluation. Within these areas, this accessible guide features:

-The latest information on the science and practice of prevention
-Reasons why conflict resolution, peer mediation, and bully-proofing are essential to prevention
-Effective practices for teaching social skills to young children
-Proven techniques for implementing schoolwide positive behavior support
-Tools for using individual behavior plans to prevent problems
-Ideas for home-school and community partnerships and culturally responsible teaching
-Critical strategies for monitoring student progress and evaluating prevention practices
-New, updated chapters, including information on preschool behavior support and RTI

This valuable resource provides all the tools and strategies school leaders and teachers need to keep children focused on learning.

Product Details

ISBN-13: 9781632205636
Publisher: Skyhorse
Publication date: 04/28/2015
Edition description: Reprint
Pages: 248
Product dimensions: 5.90(w) x 8.90(h) x 0.80(d)

About the Author

Bob Algozzine: Bob Algozzine is a professor in the Department of Educational Leadership at the University of North Carolina and project codirector of the US Department of Education-supported Behavior and Reading Improvement Center. With twenty-five years of research experience and extensive firsthand knowledge of teaching students classified as seriously emotionally disturbed, Algozzine is a uniquely qualified staff developer, conference speaker, and teacher of behavior management and effective teaching courses. He is active in special education practice as a partner and collaborator with professionals in the Charlotte-Mecklenburg schools in North Carolina and as an editor of several journals focused on special education. Algozzine has written more than 250 manuscripts on special education topics, including many books and textbooks on how to manage emotional and social behavior problems. He lives in Chapel Hill, NC.

Ann P. Daunic: Ann P. Daunic is an Associate Scholar in the Department of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. She is currently director of the Prevention Research Project, a four-year study funded by the Institute of Education Sciences to evaluate the efficacy of a social problem-solving curriculum for fourth and fifth grade students. She lives in Gainesville, FL.

Stephen W. Smith: Stephen W. Smith is a Professor in the Department of Special Education at the University of Florida (UF). He is a member of the IES Social and Behavioral Education Scientific Research Review Panel and is a member of the Executive Board of the Division for Research, Council for Exceptional Children. He lives in Gainesville, FL.

Table of Contents

Acknowledgments ix

About the Authors xi

About the Contributors xiii

Introduction: Changing the Lives of Students With Problems 1

1 Prevention Science and Practice Bob Algozzine Ami P. Daunic Stephen W. Smith 3

What We Know About Prevention Practice 3

What We Know About Response to Intervention 6

What We Know About Behavior and Achievement 8

An Illustration From Practice 10

2 Preschool Behavior Support Bob Algozzine Kate Algozzine Tina McClanahan 13

Importance of Teaching Social Skills in Preschool 14

Effective Practices for Teaching Social Skills to Young Children 19

Teaching Young Children How to Behave in Social Settings 28

An Illustration From Practice 28

3 Schoolwide Positive Behavior Support Ya-yu Lo Bob Algozzine Kate Algozzine Rob Homer George Sugai 33

Definition and Importance of SWPBS 35

Characteristics and Effective Practices of SWPBS 41

Effectiveness of SWPBS 43

Perspective on Schoolwide Positive Behavior Support 46

An Illustration From Practice 46

4 Cognitive-Behavioral Interventions in School Settings Stephen W. Smith Ann P. Daunic 53

Cognitive-Behavioral Interventions 54

Theoretical Underpinnings of CBI 55

Current Research on CBI 56

School-Based CBIs 56

A CBT Example 57

Summary 67

An Illustration From Practice 68

5 Social Skills Instruction and Generalization Strategies Debra Kamps 71

Social Skills, Social Competence, and Curricula 72

Generalization of Social Skills and Building Performance Competence 83

Why Social Skills Programs Sometimes Fail 99

Gaining Community Support for Social Skills Training 102

Importance of Improving and Generalizing Social Skills 103

6 Conflict Resolution, Peer Mediation, and Bullying Prevention Ann P. Dannie Stephen W. Smith 113

Some Program Definitions 115

A Developmental Framework 116

Characteristics of Effective CRE Programs 116

How to Sustain CRE and Bullying Prevention Programs 122

Concluding Thoughts 129

An Illustration From Practice 130

7 Classroom Interventions and Individual Behavior Plans Doug Cheney Kelly Jewel 133

What Educators Should Know About the RTI Model 134

RTI as a Schoolwide and. Classroom Management Approach 134

Effective Classroom Management Approaches 134

Tier II Behavior Plans for Students 137

Behavior Planning for Tier II Students 138

Summary of Tier II Behavior Planning 144

Individualized Behavior Intervention Plan (B1P) 144

Conclusion 150

8 Effective Home-School Partnerships Hazel Jones 155

The Importance of Home-School Partnerships 156

Principles and Key Features of Home-School Partnerships 157

Characteristics of Effective Home-School Partnerships 159

Home-School Partnerships and Challenging Behavior 162

An Illustration From Practice 164

9 Community and Interagency Partnerships Peter E. Leone Robert Bartolotta 167

Poverty, Immigrant Status, and Risk 168

Interagency Approaches to Preventing Problem Behavior 169

Core Principles and Governance Structure 170

Linkages to Learning in Action 171

Evaluating the Effect of Linkages to Learning on Children and Families 174

Preventing Problem Behaviors With Community Partnerships 178

10 Culturally Responsive Teaching Festus E. Obiakor Jeffrey P. Bakken Cynthia Simpson Bob Algozzine 181

Culture and Today's Classrooms 182

Culturally Responsive Teaching 183

Teaching Appropriate Behavior 185

Teaching Behavior to CLD Learners 188

Conclusion 189

Illustrations From Practice 190

11 Monitoring Student Progress and Evaluating Prevention Practices Bob Algozzine Kate Algozzine 195

Monitoring Student Progress in Preventive Interventions 19b

Evaluating Outcomes of Prevention Efforts 202

Designing Program Evaluations 204

Measurement Issues 207

Common Hazards in Program Evaluation 208

Disseminating Evaluation Information 210

Measuring Success of Prevention Programs 210

12 Building and Sustaining Effective Prevention Practices Ann P. Daunic Stephen W. Smith Bob Algozzine 213

Building Effective Prevention Practices 214

Sustaining Effective Prevention Practices 219

Putting It All Together 220

Postscript Bob Algozzine Robert Putnam Rob Horner 223

Index 226

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