Challenging behavior in elementary and middle school

著者

• Kaiser, Barbara
• Rasminsky, Judy Sklar

書誌事項

Challenging behavior in elementary and middle school

Barbara Kaiser and Judy Sklar Rasminsky

Pearson, c2009

• : alk. paper

注記

Includes bibliographical references and index

内容説明・目次

内容説明

Winner of the 2009 Textbook Excellence Award (Texty) from the Text and Academic Authors Association (TAA). Written by an educator and consultant who has spent 30 years working with children and families and a writer who specializes in education issues, Challenging Behaviors in Elementary and Middle School is a comprehensive and indispensable resource for everyone who plans to work-or is currently working-in elementary and middle schools. This new resources presents in-depth background information and strategies to help pre-service and new and practicing teachers understand, prevent, and address the behavior problems found so often in today's schools. The evidence-based techniques at its heart work with the most difficult behaviors and benefit every child in the classroom. They can be used alone or together, creating tools suitable for many different children and situations. The text brings together in one practical, academically rigorous, user-friendly volume facts and techniques drawn from neuroscience, psychology, psychiatry, special education, classroom management child development, cross-cultural research, and proactive social and emotional skills programs. In addition to chapters on such strategies as positive behavior support and functional assessment and preventing challenging behavior, the book includes chapters on self-reflection, the teacher-child relationship, inclusion, bullying, culture, and partnerships with families. It also presents vital background on aggressive and antisocial behavior, the teenage brain, and risk factors for challenging behavior, as well as how to build resilience by focusing on children's strengths. Every chapter ends with discussion questions, and many feature short case scenarios with problems to solve.Once again, the renowned author team of Kaiser and Rasminsky has written a compelling and necessary resource for teachers and educational professionals everywhere. See what judges from the Text and Academic Authors Association (TAA) have to say about the 2009 winner of the Textbook Excellence Award (Texty): "An excellent contemporary text for any beginning or seasoned education professional. It is easily readable, with all the research, as well as the descriptive, real-life scenarios to maintain interest. The suggestions, proactive measures, and analyses are clearly present to create a concise handbook for the challenges of the modern classroom." "This research based textbook is written in an easy-to-read conversational style. It is interesting, cover to cover, as well informative; it is also, practical and true to classroom life." "The authors suggest a variety of individual interventions and classroom management strategies to prevent, nip in the bud, deescalate, and survive the challenging behaviors of disruptive students. Of particular appeal are the episodes about two challenging pupils, Andrew (age 9) and Jasmine (age 13), which are sprinkled through the book." "This book should be a must read for present and future teachers. It was readable but most importantly not just by academicians but by anyone who has the desire to learn. It is convincing academically and scientifically but mostly it is thoughtful, practical and useful." "Its organization is impeccable. It goes from the general to the specific from the theoretical to the workable." "I felt chapter six `Opening the Culture Door' to be of vital importance. The book does an excellent job in defining how these beliefs influence behavior and how the teacher can respond to these cultural differences." "I felt the chapter `Guidance and Discipline Strategies' was excellent. A system where practical ways of dealing with the four states of mind are presented, offering strategies which bring the student back to the "competent state". I was encouraged by the totally positive approach of the system." "The book is a classic to be studied and followed."

目次

Introduction CHAPTER 1: What Is Challenging Behavior? Is challenging behavior ever appropriate? What happens to students with more serious behavior problems? Does challenging behavior always develop the same way? What do the theorists say about aggression and antisocial behavior Does culture play a role in aggressive behavior? What do you think? Suggested reading References Chapter 2: Risk Factors What causes challenging behavior? Child Risk Factors Genes Gender Temperament Complications of pregnancy and birth Problems with brain function Environmental Risk Factors Family factors and parenting style Peer influences School Poverty and the conditions surrounding it Exposure to violence Violent media Turbulent times Understanding risk What do you think? Suggested reading and resources References CHAPTER 3: Protective Factors The first wave: What qualities help a child bounce back? Individual factors Family factors Community factors The second wave: How do protective factors work? The third wave: Integrating biology and intervention What do you think? Suggested reading References CHAPTER 4: Behavior and the Brain Early Experience and the Brain How does the brain develop? How does experience affect brain development? Are there any critical periods in the social and emotional realm? How does early experience affect the stress system? What role do genes play? The Adolescent Brain How does puberty affect the brain? What about cognitive development? What happens when emotion and cognition are out of sync? Aggression and the Adult Brain Which parts of the brain are involved in aggressive behavior? What does all this mean? What do you think? Suggested reading References CHAPTER 5: Relationship, Relationship, Relationship The caring connection Understanding Yourself "Who are you" said the caterpillar What influences the way you relate to a child with challenging behavior? What is self-reflection? How do you reflect? When do you reflect? Are there any techniques to help you reflect? Understanding the Child What is the role of attachment? How does attachment affect behavior? How does temperament influence attachment What happens to attachment as children grow older? Establishing a Relationship with the Child How does a close relationship with a teacher protect a child? How can you develop a positive relationship with a child with challenging behavior? What is self-reflection? How do you reflect? When do you reflect? Are there any techniques to help you reflect? Back to the beginning Establishing a Relationship with the Family What keeps teachers and families apart? Getting to know you What about parent-teacher night? Should teachers visit families at home? The next step What do you think? What would you do? Suggested reading References CHAPTER 6: Opening the Culture Door What Is Culture? What does culture have to do with identity? Are cultures really so different? The melting pot and the salad bowl When Home Culture Meets School Culture The culture of school How does culture influence behavior? How can you make your teaching more culturally responsive? Some Cultural Characteristics Does each culture have its own special characteristics? Why all this matters What do you think? Suggested Reading References CHAPTER 7: Preventing Challenging Behavior: The Social Context How does prevention work? We're all the same, yet we're all different Creating the Social Context What kind of social context fosters prosocial behavior and discourages aggressive behavior? What is the teachers' role in the social context? Why should we include children with challenging behaviors? How can you create a caring, cooperative, and inclusive community? Teaching Social and Emotional Skills How do children learn social and emotional skills? How do you teach social and emotional skills? What skills do children need to learn? What do you think? Suggested reading and resources References CHAPTER 8: Preventing Challenging Behavior: Physical Space, Classroom Management and Teaching Strategies The Physical Space Where will they sit? Where does the teacher belong? Other spaces Deck the walls Taking responsibility in the classroom Classroom Management Providing a daily schedule Using procedures Managing the group Teaching Strategies Differentiated Instruction Sharing responsibility and providing choice A compendium of teaching strategies Homework or not When Circumstances Change Providing reassurance Talking about feelings Routines and activities Maintaining the social context Connecting with colleagues and parents Taking care of yourself What do you think? Suggested reading References CHAPTER 9: Guidance and Other Discipline Strategies How do strategies differ? What makes a strategy work? What is developmental discipline? How does Teacher Effectiveness Training work? How useful is positive reinforcement? What about natural and logical consequences? Time-out, punishment, and time away How does culture influence guidance? What do you think? What would you do? Suggested reading References CHAPTER 10: The WEVAS Strategy The competent state and calibration The anxious state The agitated state The aggressive state The assaultive state The open state What do you think? What would you do? Suggested reading and resources References CHAPTER 11: Functional Assessment and Positive Behavior Support Performing a Functional Assessment When is it appropriate to use functional assessment and positive behavior support? How do you figure out the function of a behavior? What functions can behavior serve? What about appropriate behavior? Working as a team How do you get the information you need for a functional assessment? How do you develop a hypothesis? Creating a Positive Behavior Support Plan How do you develop a positive behavior support plan? How does the plan look? What do you think? Suggested reading and resources References CHAPTER 12: The Inclusive Classroom About Inclusion Why is inclusion important? How does IDEA work? What's happening on the front lines? How is a child who needs special education identified? Does IDEA include all disabilities? Can IEP address behavior? Who is responsible for implementing an IEP? Preventing and Addressing Challenging Behavior in Children with Disabilities Does a student's disability play a role in challenging behavior? Who can help? How can an inclusive social context prevent challenging behavior? How can you organize the physical space to prevent challenging behavior? How can classroom routines and teaching strategies prevent challenging behavior? How can you respond effectively to challenging behavior? Additions to the toolbox What do you think? What would you do? Suggested reading and resources References CHAPTER 13: Working with Families and Other Experts Preparing to Meet the Family How do families react to news of challenging behavior? How do you feel? How can colleagues help? Meeting with the Family How do you arrange a meeting? What should happen in a meeting with the family? How do you close a meeting? What if you and the family disagree? Working with Other Experts What about getting additional expert advice? What do you think? What would you do? Suggested reading References CHAPTER 14: Bullying What is Bullying? How common is bullying? Who are the students who bully others? Who are the targets of bullying? Who are the bystanders? How Can Teachers Reduce and Prevent Bullying? The whole-school approach Working in your own classroom What helps students cope with bullying? Responding to Bullying What does the law say? How do you respond to bullying? What if you don't see the bullying? What do you say to students involved in bullying? Working with the parents of students involved in bullying What do you think? What would you do? Suggested reading and resources References Appendix A: ABC Chart Appendix B: The Functional Assessment Observation Form Index

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詳細情報

• NII書誌ID(NCID): BA8690818X
• ISBN:
  • 9780205460991
• LCCN: 2008024616
• 出版国コード: us
• タイトル言語コード: eng
• 本文言語コード: eng
• 出版地: Upper Saddle River, N.J.
• ページ数/冊数: xiv, 370 p.
• 大きさ: 24 cm
• 分類:
  • LCC : LB1060.2
  • DC22 : 370.15/28
• 件名:
  • LCSH : Behavior modification
  • LCSH : School children -- Psychology
  • LCSH : Middle school students -- Psychology
  • LCSH : Classroom management