Managing Challenging Behaviors in Schools
Solidly grounded in research, this book provides an overview of tested, easy-to-implement strategies for preventing problem behavior in the classroom and responding effectively when it does occur. Part I focuses on prevention, discussing best practices in classroom management and instructional delivery. Part II covers more intensive interventions for students who require individualized behavior support. Chapters describe the use of behavioral contracts, self-monitoring, and functional assessment-based interventions. The authors' model is fully compatible with positive behavior intervention and support (PBIS) and response-to-intervention (RTI) frameworks. In a large-size format for easy photocopying, the book includes more than a dozen reproducible checklists, self-assessment tools, and planning forms. Purchasers get access to a Web page where they can download and print the reproducible materials.
See also Supporting Behavior for School Success: A Step-by-Step Guide to Key Strategies, by Kathleen Lynne Lane et al., which provides a quick and easy guide to implementing seven effective low-intensity strategies in the classroom.
Kathleen Lynne Lane, PhD, is Professor in the Department of Special Education at the University of Kansas. A former classroom teacher of general and special education students, she conducts research on school-based interventions (academic and behavioral) with students at risk for emotional and behavioral disorders. She has designed, implemented, and evaluated multilevel prevention models in elementary, middle, and high school settings. Dr. Lane is coeditor of Remedial and Special Education, an associate editor of Journal of Positive Behavior Interventions and Education and Treatment of Children, and serves on several editorial boards. She has published several books and more than 100 refereed journal articles.
Holly Mariah Menzies, PhD, is Associate Professor in the Charter College of Education at California State University, Los Angeles, and the program coordinator in mild/n-/moderate disabilities in the Division of Special Education and Counseling. She worked as both a general educator and special educator for over 10 years. Dr. Menzies has provided staff development in the areas of assessment, language arts, and schoolwide positive behavior supports. Her scholarly interests focus on inclusive education and school-based interventions. She serves on the editorial board of Learning Disabilities Research & Practice. Allison L. Bruhn, MA, is in the doctoral program in special education at Vanderbilt University. She previously worked for 3 years as a middle school science teacher. Her research interests include functional assessment-based interventions, treatment integrity of schoolwide positive behavior supports, and motivation. Mary Crnobori, MEd, is in the doctoral program in special education at Vanderbilt University. She previously worked for 3 years as a special education teacher. Her research interests include positive behavior support, school-based interventions for students with and at risk for emotional and behavioral disorders, systematic screening, and issues surrounding diversity.