Solutions to Critical Behavioral Issues in the Classroom

ISBN-13: 9781462551200 / Angielski / Twarda / 2023 / 236 str.

Hill M. Walker

Opis

This highly practical reference is organized around the problem behaviors that elementary teachers see as the greatest barriers to student success--and the positive behaviors they value the most. Of particular value to educators, the book matches proven intervention techniques to specific target behaviors. Presented are exemplary strategies for managing such classroom challenges as defiance, low motivation, and aggression, and for building all students' skills for following directions, staying on task, coping with frustration, and more. The book clearly explains key principles of behavior management, and includes case examples and reproducible handouts and forms

Recenzje

“This multifunctional work is unique in both content and format--it provides an almost instant source of practical, evidence-based strategies for management and motivation of students with emotional or behavioral problems. This book will serve as a wonderful methods textbook for teacher preparation courses in general and special education, and as a critical resource for professionals in school counseling, educational administration, school psychology, and child psychiatry. The volume is thoroughly evidence based; it is built on the bedrock of comprehensive research reviews, many of these informed by Walker’s own widely regarded career record of research and development.”--Steven R. Forness, EdD, Distinguished Professor Emeritus of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles

"Bravo! This book is truly a gift to the fields of education and school psychology, and a 'must read' for every professional providing instruction and support to K-6 students. Professors committed to preparing general and special educators will appreciate the lifetime of wisdom on preventing and responding to challenging behaviors that is reflected in the pages of this book. Each chapter provides clearly articulated guidance on how to implement research-based strategies, practices, and programs in school settings. I can see the case studies being used in university classrooms with preservice teachers, as well as by technical assistance providers working with inservice educators. Educators everywhere will appreciate the guidance and the clarity!"--Kathleen Lynne Lane, PhD, BCBA-D, Roy A. Roberts Distinguished Professor of Special Education and Associate Vice Chancellor for Research, University of Kansas

"A welcome addition to the literature on student behavior and instruction in school, from one of the most prolific scholars in education. Walker provides teachers with quick and effective instructional information to solve common student behavior problems. Principles and techniques of behavioral technology--specifically, methods for increasing appropriate and decreasing inappropriate student behavior--are highlighted in a narrative that teachers at all levels will find accessible. This book is a 'must have' for general and special educators and teachers in training who seek to become skilled behavior interventionists in the classroom."--Edward J. Sabornie, PhD, Professor Emeritus of Special Education, North Carolina State University

"In a time of teacher burnout and school staffing shortages, Walker provides a comprehensive approach for proactively responding to critical behavior issues in the classroom. The book illustrates common behavior issues with case studies, checklists, and concrete strategies that are easily implemented into a busy school day. This is a needed reference for new and veteran teachers, academic coaches, and school counselors looking for positive approaches to supporting students in today’s classrooms."--Ashleigh Glickley, MEd, NBCT, academic instructional coach, Hawthorne Elementary School, Louisville, Kentucky-

Spis treści

Preface
I. Strategies for Solving Problems with Students Who Do Not Meet Teacher Expectations for Appropriate Classroom Behavior
1. Enhancing Student Compliance with Teacher Requests and Directives
2. Improving Student Completion of Seatwork Assignments According to Instructions
3. Motivating Students to Produce Academic Work of Acceptable Quality for Their Skill Level
4. Teaching Students to Have Positive Interactions/Conversations with Peers
5. Developing Students’ Ability to Follow Classroom Rules and Behavioral Expectations
6. Helping Students Cope with Disappointment, Frustration, and Failure
II. Strategies for Teaching Students How to Avoid and Reduce Challenging Behavior
7. Teaching Students to Avoid Damaging Others’ Property and Possessions
8. Reducing Insubordination and Enhancing Students’ Respect for the Teacher
9. Teaching Students Not to Have Tantrums When Unable to Get Their Way
10. Reducing Students’ Aggression in Schooling Contexts
11. Coping with Teacher Defiance When Managing the Classroom Behavior of Oppositional Students
12. Addressing Student Lying, Cheating, and Stealing at School
III. Strategies for Increasing Desirable Behavior, Decreasing Undesirable Behavior, and Sustaining Achieved Behavior Change Over Time
13. How to Increase Desirable Student Behavior
14. How to Decrease Undesirable Student Behavior
15. How to Sustain Behavioral Change(s) Over Time and Across Settings
Appendix 1. Short Form of The SBS Inventory
Appendix 2. Recommended Additional Resources for Use by Teachers
Appendix 3. Handout for Parents on How to Debrief Daily with Their Children about School
Appendix 4. Coping With the Impact of Psychiatric Disorders in Schooling
References
Index

O autorze

Hill M. Walker, PhD, is Emeritus Professor of Special Education and Co-Director of the Institute on Violence and Destructive Behavior at the University of Oregon. He is also Senior Research Scientist at the Oregon Research Institute. Dr. Walker has focused his career on conducting research to better understand, identify, and remediate the behavioral challenges experienced by at-risk students in grades K-12, with a specialization in preschoolers and elementary students. He has 235 publications, including 20 books, and is a recipient of the Kauffman–Hallahan–Pullen Distinguished Researcher Award from the Council for Exceptional Children and the Research Award from the National Center for School Mental Health, among other honors.