Behavior Change in the Classroom: Self-Management Interventions

ISBN-13: 9780898623666 / Angielski / Twarda / 1994 / 204 str.

Edward S. Shapiro; Christine L. Cole; Christine L. Cole

Opis

This book presents practical approaches for designing and implementing self-management interventions in school settings. Rich with detailed instruction, the volume covers the conceptual foundations for the development of self-management from both contingency management and cognitive-behavioral perspectives. It provides detailed descriptions of the various self-management intervention strategies for classroom settings, and extends these techniques for use in home and community environments. The application of self-management concepts to students with more severe disabilities is also discussed. Of special note are the book's charts and sample forms, which can be reproduced for use in practice.

Recenzje

Like many interventions, self-management is not widely used in classrooms even though we know it works. The gap between research and practice can sometimes be bridged by providing teachers with a resource that translates research into a practical how-to format. Drs. Shapiro and Cole have created such a resource in this text. They have done so through a balance of both scholarly and applied information, so that educators know the whys as well as the hows of self-management. --Charles A. Hughes, Ph.D., Penn State University

The problems educators are facing today are enormous. Traditional strategies are not sufficient to address our contemporary challenges. We need to identify and cultivate innovative strategies that hold promise for classroom use. Self-Management Interventions for Classroom Behavior Change by Shapiro and Cole does an outstanding job of presenting practitioners with a review of self-management intervention strategies. These methods enable students to play a more active role in improving their own academic achievement and classroom behaviors. The authors present in both a clear and useful manner descriptions of various self-management classroom strategies, the empirical support for these strategies, and practical issue involved in designing and implementing these strategies. These authors have done an excellent job of showing how research demonstrations of self-management technology can be translated into effective practice. --John W. Fantuzzo, Ph.D., University of Pennsylvania

Students that are self-motivated, responsible, and self-directed is what everyone wants for their students, but these are characteristics that are hard to attain. These are difficult concepts to define and even more difficult to teach. Ed Shapiro's and Chris Cole's new book on self-management reads like a road map in practically teaching these skills to the most difficult students. This book is scholarly, but at the same time gives step-by-step instructions in teaching self-management for academic performance, problem solving, stress management, and social skills. I highly recommend the book for regular and special educators for classroom. It is also an excellent tool for guidance personnel who want to make a meaningful impact in educating students to be more self-directed and responsible. This book is a practical gem. --William R. Jensen, Ph.D., University of Utah

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Well written, organized, and user-friendly....[This is] a thoughtful, informative and practical resource for the school-based practitioner.

--Contemporary Psychology, 02/27/1994

O autorze

Edward S. Shapiro, PhD, until his death in 2016, was Director of the Center for Promoting Research to Practice and Professor in the School Psychology Program at Lehigh University. Best known for his work in curriculum-based assessment and nonstandardized methods of assessing academic skills problems, Dr. Shapiro was author or coauthor of numerous books. He also developed the widely used BOSS (Behavioral Observation of Students in Schools) software system and presented papers, chaired symposia, and delivered invited addresses at conferences around the world. Dr. Shapiro's contributions to the field of school psychology have been recognized with the Outstanding Contributions to Training Award from Trainers of School Psychologists, the Distinguished Contribution to School Psychology Award from the Pennsylvania Psychological Association, the Eleanor and Joseph Lipsch Research Award from Lehigh University, and the Senior Scientist Award from the Division of School Psychology of the American Psychological Association, among other honors.