Supporting Students with Emotional and Behavioral Problems : Prevention and Intervention Strategies.

Cover -- Title Page -- Contents -- About the Forms -- About the Authors -- Foreword-Tim Lewis -- Foreword-Susan Roger -- Preface -- Acknowledgments -- Dedication -- Chapter 1: School Behavior Problems and Models of Prevention and Intervention -- BEHAVIOR PROBLEMS IN SCHOOLS -- FACTORS CONTRIBUTING TO BEHAVIOR PROBLEMS -- THE DETRIMENTAL OUTCOMES OF PROBLEM BEHAVIORS -- REASONS FOR POOR STUDENT OUTCOMES -- COMPONENTS OF EFFECTIVE APPROACHES -- OVERVIEW OF A TIERED APPROACH -- SUMMARY -- Self-Reflection -- REFERENCES -- Chapter 2: Schoolwide Positive Behavior Support -- FEATURES OF SCHOOLWIDE POSITIVE BEHAVIOR SUPPORT -- A Different Perspective -- A Proactive Approach -- An Instructional Approach -- A Systems Approach -- A Collaborative Process -- A First Step in Schoolwide Social Skills Instruction -- Data-Driven Decisions -- A Resource for Consistent Decision Making -- A TIERED PREVENTION MODEL -- Tier 1 -- Tier 2 -- Tier 3 -- SCHOOLWIDE POSITIVE BEHAVIOR SUPPORT IMPLEMENTATION: A PRACTICAL PROCESS FOR SCHOOL IMPROVEMENT -- Getting Started -- TIER 1 INTERVENTION -- Defining School Rules and Expectations -- Teaching School Rules and Expectations -- Recognition and Acknowledgment for Adherence to Rules and Expectations -- TIER 2 INTERVENTIONS -- Check In Check Out -- Social Skills Training -- First Step to Success -- Mentoring -- SUMMARY -- Self-Reflection -- REFERENCES -- Chapter 3: Assessing the Classroom Environment -- INFORMAL SELF-ASSESSMENTS -- THE TEACHER SELF-ASSESSMENT OF CLASSROOM MANAGEMENT PRACTICES -- Physical Organization of Classroom Space -- Classroom Expectations -- Classroom Routines and Procedures -- Teacher-Student Interactions and Emotional Climate -- Procedures for Teaching and Reinforcing Appropriate Behavior -- Procedures for Managing Behavior Problems -- TEACHER VERBAL BEHAVIOR.

SELF-ASSESSMENT OF EFFECTIVE TEACHING STRATEGIES -- ASKING STUDENTS ABOUT THE CLASSROOM ENVIRONMENT -- USING PEER OBSERVATIONS FOR ENHANCING CLASSROOM PRACTICES -- SUMMARY -- Self-Reflection -- REFERENCES -- Chapter 4: Managing Classroom Behavior -- IMPROVING THE ARRANGEMENT OF CLASSROOM SPACE -- CLASSROOM EXPECTATIONS -- ESTABLISHING ROUTINES AND CLASSROOM PROCEDURES -- ENHANCING TEACHER-STUDENT INTERACTIONS AND CLASSROOM CLIMATE -- ENCOURAGING APPROPRIATE BEHAVIOR AND ADDRESSING INAPPROPRIATE BEHAVIOR -- Instruction and Reinforcement -- Enhancing Systems Already in Place -- Additional Strategies for Nonresponders -- PROCEDURES FOR MANAGING AND DECREASING MORE SERIOUS BEHAVIOR PROBLEMS -- Classwide Management Plan for Escalating Behavior -- SUMMARY -- SELF-REFLECTION -- REFERENCES -- Chapter 5: Effective Instructional Practices -- ESTABLISH ACADEMIC EXPECTATIONS -- CRAFT A MOTIVATING CURRICULUM -- USE DIVERSE TEACHING METHODS -- DIFFERENTIATE INSTRUCTION -- INCORPORATE STUDENT INTEREST -- INCREASE ACTIVE STUDENT ENGAGEMENT -- USE A BRISK PACE -- PROVIDE EXPLICIT INSTRUCTION -- RETEACH IF NEEDED -- SUMMARY -- Self-Reflection -- REFERENCES -- Chapter 6: Promoting Student Social Skills -- DEVELOPMENTAL DIFFERENCES IN CHILDREN'S SOCIAL SKILLS -- CONSIDERATIONS WHEN TEACHING SOCIAL BEHAVIOR -- MEETING THE UNWRITTEN DEMANDS OF SCHOOL -- EMBEDDING SOCIAL SKILLS INTO ONGOING INSTRUCTION -- FACTORS INFLUENCING SOCIAL SKILLS -- Social Appearance -- Molecular Social Skills -- THE TEMPLATE MATCHING STRATEGY -- PROBLEM SOLVING TO ADDRESS ONGOING SOCIAL PROBLEMS -- Problem Identification -- Prevention -- Development of an Action Plan -- Commitment -- After Problem Solving -- Problem-Solving Example -- CLASSWIDE SOCIAL SKILLS INTERVENTIONS -- The Good Behavior Game -- The PAX Good Behavior Game -- Strong Kids Programs.

COMMERCIALLY AVAILABLE, EVIDENCE-BASED SOCIAL SKILLS PROGRAMS -- SUMMARY -- Self-Reflection -- REFERENCES -- Chapter 7: Preparing for Intensive Intervention -- DETERMINING THE NEED FOR TIER 3 INTERVENTION -- RULING OUT COMMON CAUSES OF BEHAVIORAL PROBLEMS -- INTENSIFYING TIER 2 INTERVENTIONS -- IDENTIFYING AVAILABLE RESOURCES -- SUMMARY -- Self-Reflection -- REFERENCES -- Chapter 8: Conducting a Functional Behavioral Assessment -- THE PURPOSE OF A FUNCTIONAL BEHAVIORAL ASSESSMENT -- CONDUCTING A FUNCTIONAL BEHAVIORAL ASSESSMENT -- Step 1: Build an Individualized Behavior Support Team -- Step 2: Identify, Prioritize, and Define Problem Behaviors -- Step 3: Conduct a Functional Behavioral Assessment -- Step 4: Analyze and Summarize the Data -- Step 5: Formulate Hypothesis Statements -- SUMMARY -- Self-Reflection -- REFERENCES -- Chapter 9: Developing an Assessment-Based Support Plan -- COMPONENTS OF A COMPREHENSIVE BEHAVIOR SUPPORT PLAN -- Setting Event Interventions -- Antecedent Interventions -- Alternative Skill Instruction -- Response Strategies -- THE FINAL PLAN -- Case Example -- Functional Behavioral Assessment and Hypothesis Development -- Support Plan Development -- Dora's Progress -- SUMMARY -- Self-Reflection -- REFERENCES -- Chapter 10: Measuring Behavior Change -- GETTING STARTED -- Defining Behavior -- Considerations for Selecting a Measurement System -- TYPES OF MEASUREMENT SYSTEMS -- Direct Observation -- GRAPHING DATA AND INTERPRETING BEHAVIOR CHANGE -- OTHER SOURCES OF DATA -- SUMMARY -- Self-Reflection -- REFERENCES -- Chapter 11: Enhancing Student Connectedness to School -- THE IMPORTANCE OF STUDENT CONNECTEDNESS -- GENERAL THEMES IN PROMOTING STUDENT CONNECTEDNESS -- TIER 1 STRATEGIES TO INCREASE STUDENT CONNECTEDNESS -- Parent or Family Involvement in School -- Enhancing Protective Factors -- Improving Classroom Environments.

Enhancing Student Aspirations -- TIER 2 STRATEGIES TO INCREASE STUDENT CONNECTEDNESS -- Reducing the Impact of Risk Factors -- Mentoring Programs -- Check &amp -- Connect -- Addressing and Reducing Student Conflict -- TIER 3 STRATEGIES TO INCREASE STUDENT CONNECTEDNESS -- INCREASING RELATIONSHIPS AMONG SCHOOLS AND OTHER YOUTH-SERVING SYSTEMS -- THE INTERCONNECTED SYSTEMS FRAMEWORK FOR SCHOOLWIDE POSITIVE BEHAVIOR SUPPORT AND SCHOOL MENTAL HEALTH -- Critical Role of Teams -- SUMMARY -- Self-Reflection -- REFERENCES -- Chapter 12: Interventions to Address Mental Health Needs -- COMMON MENTAL DISORDERS AMONG CHILDREN AND ADOLESCENTS -- Anxiety Disorders -- Depressive Disorders -- Disruptive Behavioral Disorders -- Trauma-Related Disorders -- IDENTIFICATION OF STUDENTS SUSPECTED OF HAVING EMOTIONAL AND BEHAVIORAL CHALLENGES -- SCHOOL-BASED INTERVENTION FOR STUDENTS WITH MORE SERIOUS SOCIAL, EMOTIONAL, OR BEHAVIORAL PROBLEMS -- Modular versus Manualized Intervention -- EVIDENCE-BASED SKILLS FOR INTERNALIZING DISORDERS (DEPRESSION, ANXIETY, TRAUMA-RELATED) -- Psychoeducation -- Cognitive Coping -- Problem Solving -- Relaxation -- Pleasant Activity Scheduling -- Exposure -- EVIDENCE-BASED SKILLS FOR EXTERNALIZING PROBLEMS -- Psychoeducation -- Communication -- Fun Interactions -- Praise -- Time-Out -- EFFECTIVE CHILD AND ADOLESCENT THERAPY AND THE ROLE OF TEACHERS -- STRENGTHENING SCHOOLWIDE MENTAL HEALTH SUPPORTS -- Case Example -- SUMMARY -- Self-Reflection -- REFERENCES -- Index.

This book provides educators with practical, simple step-by-step strategies to address serious problem behaviors in school settings, framing interventions within a tiered system focused on prevention and positive approaches.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.