{"product_id":"how-to-reach-and-teach-children-with-challenging-behavior-k-8-practical-ready-to-use-interventions-that-work","title":"How to Reach and Teach Children with Challenging Behavior (K-8): Practical, Ready-To-Use Interventions That Work","description":"\u003ctable align=\"center\" border=\"0\" cellpadding=\"2\" cellspacing=\"0\" width=\"100%\"\u003e\n\u003ctr\u003e\n\u003ctd class=\"productDetailSmallElements\"\u003e\n\u003cp\u003e\n\u003cstrong\u003eBiographical Note\u003c\/strong\u003e:\u003cbr\u003e\n\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eKAYE L. OTTEN, Ph.D., \u003c\/b\u003e has worked with children with behavior challenges for nearly twenty years as a classroom teacher, special educator, and behavior specialist. She is co-founder of Camp Encourage, a highly acclaimed overnight camp for children with autism spectrum disorders.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eJODIE L. TUTTLE, M.Ed., \u003c\/b\u003e worked as a teacher of behaviorally challenged students for seventeen years. She currently works as a behavior specialist for preschool to high school-aged students.\u003c\/p\u003e\n\u003cbr\u003e\u003cbr\u003e\n\u003cstrong\u003eMarc Notes\u003c\/strong\u003e:\u003cbr\u003e\n\t\t\t\t\t\t\t\tGrades K-8.;Includes bibliographical references and index.\u003cbr\u003e\u003cbr\u003e\n\u003cstrong\u003eJacket Description\/Back\u003c\/strong\u003e:\u003cbr\u003e\n\u003cp\u003eHow to Reach and Teach Children with \u003cb\u003eChallenging Behavior\u003c\/b\u003e \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eHow to Reach and Teach Children with Challenging Behavior\u003c\/i\u003e offers teachers classroom-proven approaches to help manage a wide variety of student behavior problems. Written by noted behavior specialists Kaye L. Otten and Jodie L. Tuttle, this practical resource is filled with useful guidelines, ready-to-use forms and worksheets, and teacher-tested tips. \u003c\/p\u003e\n\u003cp\u003eThis comprehensive and easy-to-use guide gives educators the information and confidence they need to create and implement an effective classroom-wide behavior management program and: \u003c\/p\u003e\n\u003cul\u003e\n\u003cb\u003e\u003cli\u003eCollect data and shape ongoing behavior instruction with the use of helpful worksheets and graphs\u003c\/li\u003e \u003cli\u003eDevelop engaging lessons and activities that support and promote students' positive behavior \u003c\/li\u003e \u003cli\u003eHelp children learn to self-regulate and manage their own emotions and anger\u003c\/li\u003e \u003cli\u003eWork productively and collaboratively with parents of behavior-challenged students\u003c\/li\u003e \u003c\/b\u003e\n\u003cli\u003e\u003cb\u003ePartner successfully with fellow educators, school counselors, and administrators to solve behavior problems in the classroom \u003c\/b\u003e\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThis much-needed book outlines an efficient and effective intervention program that is based on research-backed approaches rooted in Positive Behavior Support (PBS) and Functional Behavioral Assessment (FBA), the gold standards for classroom behavior management. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePraise for \u003ci\u003eHow to Reach and Teach Children with Challenging Behavior \u003c\/i\u003e\u003c\/b\u003e \u003c\/p\u003e\n\u003cp\u003e\"This book provides a comprehensive framework for understanding and addressing problem behavior in schools. Otten and Tuttle have translated complex evidence-based assessment and intervention strategies into clear and easy-to-follow steps, and offer an abundance of examples drawn from their many years of experience. This will serve as an excellent resource for special educators, behavioral consultants, and teacher assistance teams as they work toward building comprehensive positive behavior support plans for children and youth.\"\u003cbr\u003e\u003cb\u003e--Tim Lewis, Ph.D., \u003c\/b\u003e co-director, Office of Special Education Programs Center on Positive Behavioral Interventions and Supports \u003c\/p\u003e\n\u003cp\u003e\"There is a compelling need for practical and teacher-friendly books on implementing evidence-based management and related support programs for challenging learners. Otten and Tuttle have written an easy-to-read resource built on a foundation of scientifically-supported methodologies. That they base much of their work on decades of practical experience with children and youth only adds to the appeal. This is a book that general and special educators alike will find very valuable.\"\u003cbr\u003e\u003cb\u003e--Richard L. Simpson, Ed.D., \u003c\/b\u003e professor of Special Education, University of Kansas\u003c\/p\u003e\n\u003cbr\u003e\u003cbr\u003e\n\u003cstrong\u003eTable of Contents\u003c\/strong\u003e:\u003cbr\u003e\n\u003cp\u003eAbout This Book vi\u003c\/p\u003e\n\u003cp\u003eAbout the Authors vii\u003c\/p\u003e\n\u003cp\u003eAcknowledgments ix\u003c\/p\u003e\n\u003cp\u003eForeword by John W. Maag xxiii\u003c\/p\u003e\n\u003cp\u003ePreface xxv\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePart One A Positive, Proactive Approach to Behavior Management\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e1 A Case for Change 3\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eWhat's Wrong with Kids Today? 4\u003c\/p\u003e\n\u003cp\u003eWhat Happened to the Good Old Days? 4\u003c\/p\u003e\n\u003cp\u003eI Didn't Sign Up for This! 5\u003c\/p\u003e\n\u003cp\u003eStudents with Behavior Problems Should Just Be Suspended! 6\u003c\/p\u003e\n\u003cp\u003ePunishment Works for Me! 7\u003c\/p\u003e\n\u003cp\u003eWhat Can We Do? 8\u003c\/p\u003e\n\u003cp\u003eRemove the Words Should and Shouldn't from Your Vocabulary 8\u003c\/p\u003e\n\u003cp\u003eLimit the Time Spent ''Admiring the Problem'' 8\u003c\/p\u003e\n\u003cp\u003eStrive to Understand the Perspectives of All Team Members and Stakeholders 8\u003c\/p\u003e\n\u003cp\u003eLet Go of the Old Way of Doing Things 9\u003c\/p\u003e\n\u003cp\u003eExpand Your Behavior Management Toolbox 10\u003c\/p\u003e\n\u003cp\u003eKey Points to Remember 10\u003c\/p\u003e\n\u003cp\u003eDiscussion Questions 10\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e2 Positive Behavior Support and Functional Behavioral Assessment for Educators 12\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eWhat Exactly Is Positive Behavior Support? 13\u003c\/p\u003e\n\u003cp\u003eResearch-Validated Practices 13\u003c\/p\u003e\n\u003cp\u003eEnhancing the Capacity of Environments 13\u003c\/p\u003e\n\u003cp\u003eA Three-Tiered Model 14\u003c\/p\u003e\n\u003cp\u003eWhat Exactly Is Functional Behavioral Assessment? 15\u003c\/p\u003e\n\u003cp\u003eThree Key Concepts of FBA 17\u003c\/p\u003e\n\u003cp\u003eSetting Events 17\u003c\/p\u003e\n\u003cp\u003eTriggering Antecedents 17\u003c\/p\u003e\n\u003cp\u003eMaintaining Consequences 18\u003c\/p\u003e\n\u003cp\u003eCommon Functions of Problem Behavior 18\u003c\/p\u003e\n\u003cp\u003eTo Get Attention or a Reaction 19\u003c\/p\u003e\n\u003cp\u003eTo Get Something Tangible 20\u003c\/p\u003e\n\u003cp\u003eTo Obtain a Sense of Power or Control 20\u003c\/p\u003e\n\u003cp\u003eTo Meet a Sensory Need 20\u003c\/p\u003e\n\u003cp\u003eTo Communicate Feelings 20\u003c\/p\u003e\n\u003cp\u003eAs a Result of a Lack of Understanding 21\u003c\/p\u003e\n\u003cp\u003eTo Escape or Avoid Something 21\u003c\/p\u003e\n\u003cp\u003eThe Bottom Line on Functional Behavioral Assessment 22\u003c\/p\u003e\n\u003cp\u003eOur Model of Intervention 22\u003c\/p\u003e\n\u003cp\u003eKey Points to Remember 23\u003c\/p\u003e\n\u003cp\u003eDiscussion Questions 24\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePart Two Social Skills Instruction\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e3 Teaching Social Skills: The Basics 27\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eTraditional Approaches to Social Skills Instruction 27\u003c\/p\u003e\n\u003cp\u003eA Three-Tiered Approach to Social Skills Instruction 28\u003c\/p\u003e\n\u003cp\u003eTypes of Social Skills Deficits 30\u003c\/p\u003e\n\u003cp\u003eSkill Deficits 30\u003c\/p\u003e\n\u003cp\u003ePerformance Deficits 30\u003c\/p\u003e\n\u003cp\u003eFluency Deficits 32\u003c\/p\u003e\n\u003cp\u003eSelf-Management: The Ultimate Goal 33\u003c\/p\u003e\n\u003cp\u003eKey Points to Remember 34\u003c\/p\u003e\n\u003cp\u003eDiscussion Questions and Activities 35\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e4 Group Social Skills Instruction 36\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eSchoolwide and Classwide Social Skills Instruction 36\u003c\/p\u003e\n\u003cp\u003eClass Meetings 37\u003c\/p\u003e\n\u003cp\u003eMini-Lessons 37\u003c\/p\u003e\n\u003cp\u003eFrequent Positive Feedback 37\u003c\/p\u003e\n\u003cp\u003eSchoolwide and Classwide Expectations or Rules 38\u003c\/p\u003e\n\u003cp\u003eSchoolwide and Classwide Routines 39\u003c\/p\u003e\n\u003cp\u003eImportant Schoolwide and Classwide Lessons 41\u003c\/p\u003e\n\u003cp\u003eSmall Group Social Skills Instruction 43\u003c\/p\u003e\n\u003cp\u003eChoosing Curricula: A Case Study 43\u003c\/p\u003e\n\u003cp\u003eKey Points to Remember 46\u003c\/p\u003e\n\u003cp\u003eDiscussion Questions and Activities 47\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e5 Individualized Social Skills Instruction 57\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eWhat Behaviors Should Be Focused on During Individualized Instruction? 57\u003c\/p\u003e\n\u003cp\u003e''So What?'' Behavior 58\u003c\/p\u003e\n\u003cp\u003eIdentifying Replacement Behavior 60\u003c\/p\u003e\n\u003cp\u003eOther Target Behaviors 61\u003c\/p\u003e\n\u003cp\u003eWho Should Provide Individualized Instruction? 62\u003c\/p\u003e\n\u003cp\u003eWhen Should Individualized Instruction Take Place? 62\u003c\/p\u003e\n\u003cp\u003eEmbedded into Existing Structures and Therapies 62\u003c\/p\u003e\n\u003cp\u003eCheck-In 63\u003c\/p\u003e\n\u003cp\u003ePrecorrection 63\u003c\/p\u003e\n\u003cp\u003eBehavior Tutoring Sessions 63\u003c\/p\u003e\n\u003cp\u003eIncidental Teaching 63\u003c\/p\u003e\n\u003cp\u003eHow Should Individualized Instruction Be Delivered? 64\u003c\/p\u003e\n\u003cp\u003eVideo Modeling 64\u003c\/p\u003e\n\u003cp\u003eSocial Stories 64\u003c\/p\u003e\n\u003cp\u003eCommonly Overlooked Replacement Behaviors 65\u003c\/p\u003e\n\u003cp\u003eTaking Appropriate Breaks 65\u003c\/p\u003e\n\u003cp\u003eNegotiating Assignments 65\u003c\/p\u003e\n\u003cp\u003eKey Points to Remember 66\u003c\/p\u003e\n\u003cp\u003eDiscussion Questions and Activities 66\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePart Three Preventing Challenging Behavior\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e6 Preventing Challenging Behavior: The Basics 71\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eTargeting Setting Events and Triggering Antecedents 71\u003c\/p\u003e\n\u003cp\u003eIdentifying Sources of Frustration 72\u003c\/p\u003e\n\u003cp\u003eDeveloping a Positive Relationship 73\u003c\/p\u003e\n\u003cp\u003eBe Consistent 73\u003c\/p\u003e\n\u003cp\u003eDevelop a Partnership 74\u003c\/p\u003e\n\u003cp\u003eFocus on Frequent Positive Feedback 76\u003c\/p\u003e\n\u003cp\u003eKey Points to Remember 76\u003c\/p\u003e\n\u003cp\u003eDiscussion Questions 77\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e7 Assisting with Executive Functioning Tasks 78\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eUsing Visual Supports 80\u003c\/p\u003e\n\u003cp\u003eOrganizational Helpers 81\u003c\/p\u003e\n\u003cp\u003eBehavior Prompts 81\u003c\/p\u003e\n\u003cp\u003eVisual Schedules 84\u003c\/p\u003e\n\u003cp\u003eTransition Helpers 85\u003c\/p\u003e\n\u003cp\u003eA Final Word About Visual Supports 88\u003c\/p\u003e\n\u003cp\u003eAssistance with Other Executive Functioning Skills 88\u003c\/p\u003e\n\u003cp\u003eBreaking Long Projects into Steps 88\u003c\/p\u003e\n\u003cp\u003eWaiting to Be Called On 89\u003c\/p\u003e\n\u003cp\u003eStaying on Task 90\u003c\/p\u003e\n\u003cp\u003eKey Points to Remember 93\u003c\/p\u003e\n\u003cp\u003eDiscussion Questions 94\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e8 Providing Appropriate and Engaging Academic Instruction 99\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eDifferentiated Instruction 100\u003c\/p\u003e\n\u003cp\u003eProviding Choices 101\u003c\/p\u003e\n\u003cp\u003eEmbedding Interests and Preferences 101\u003c\/p\u003e\n\u003cp\u003eWriting Strategies 102\u003c\/p\u003e\n\u003cp\u003eScheduling 107\u003c\/p\u003e\n\u003cp\u003eLearn How to Make a Table in a Word Processing Program 108\u003c\/p\u003e\n\u003cp\u003eSchedule Things That Are Absolutely Inflexible First 108\u003c\/p\u003e\n\u003cp\u003eSchedule the Major Core Academic Areas 109\u003c\/p\u003e\n\u003cp\u003eUse Paraprofessionals Wisely and Appropriately 109\u003c\/p\u003e\n\u003cp\u003eMake Sure You Get a Planning Time 111\u003c\/p\u003e\n\u003cp\u003eMaintaining Academic Engagement 112\u003c\/p\u003e\n\u003cp\u003eFailure Is Not an Option 112\u003c\/p\u003e\n\u003cp\u003eHonor Roll 113\u003c\/p\u003e\n\u003cp\u003eKey Points to Remember 113\u003c\/p\u003e\n\u003cp\u003eDiscussion Questions and Activities 114\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePart Four Reinforcing Desired Behavior\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e9 Reinforcing Desired Behavior: The Basics 117\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eReinforcement Versus Rewards 117\u003c\/p\u003e\n\u003cp\u003eFocus on Common Unintentional Reinforcers: Attention and Escape 118\u003c\/p\u003e\n\u003cp\u003eReinforcement Versus Bribery 119\u003c\/p\u003e\n\u003cp\u003eHow to Determine What Is Reinforcing for Students 120\u003c\/p\u003e\n\u003cp\u003eInterviews and Surveys 120\u003c\/p\u003e\n\u003cp\u003eObservations 120\u003c\/p\u003e\n\u003cp\u003eReinforcement Journals 121\u003c\/p\u003e\n\u003cp\u003eReinforcement Menus 121\u003c\/p\u003e\n\u003cp\u003eReinforcement Schedules: Determining How Much and How Often 123\u003c\/p\u003e\n\u003cp\u003eDifferential Reinforcement of Zero Rates of Behavior 126\u003c\/p\u003e\n\u003cp\u003eDifferential Reinforcement of Lower Rates of Behavior 127\u003c\/p\u003e\n\u003cp\u003eDifferential Reinforcement of Incompatible Behavior 127\u003c\/p\u003e\n\u003cp\u003eOther Issues Surrounding Reinforcement 128\u003c\/p\u003e\n\u003cp\u003eSetting Appropriate Criteria 128\u003c\/p\u003e\n\u003cp\u003ePairing Educators and School with Reinforcers 129\u003c\/p\u003e\n\u003cp\u003eDeprivation 129\u003c\/p\u003e\n\u003cp\u003eTeaching Peers to Reinforce Appropriately 130\u003c\/p\u003e\n\u003cp\u003eKey Points to Remember 130\u003c\/p\u003e\n\u003cp\u003eDiscussion Questions and Activities 131\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e10 Group Reinforcement Systems 132\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eInterdependent Group-Oriented Contingencies 132\u003c\/p\u003e\n\u003cp\u003eStudent Teams 133\u003c\/p\u003e\n\u003cp\u003eInterdependent Group-Oriented Contingency Games 134\u003c\/p\u003e\n\u003cp\u003eThe Classwide Peer-Assisted Self-Management (CWPASM) Program 135\u003c\/p\u003e\n\u003cp\u003eIndependent Group-Oriented Contingencies 136\u003c\/p\u003e\n\u003cp\u003eLottery Systems 137\u003c\/p\u003e\n\u003cp\u003eToken Economies 137\u003c\/p\u003e\n\u003cp\u003eThe Importance of Tier 1 Reinforcement 138\u003c\/p\u003e\n\u003cp\u003eKey Points to Remember 138\u003c\/p\u003e\n\u003cp\u003eDiscussion Questions and Activities 139\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e11 Individual Reinforcement Systems 140\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eTarget Behavior Sheets 140\u003c\/p\u003e\n\u003cp\u003eUse Positive Language 141\u003c\/p\u003e\n\u003cp\u003eLimit the Number of Skills 141\u003c\/p\u003e\n\u003cp\u003eIndividualize the Target Skills 144\u003c\/p\u003e\n\u003cp\u003eBe Specific 144\u003c\/p\u003e\n\u003cp\u003eEmbed Visual Supports and Special Interests 146\u003c\/p\u003e\n\u003cp\u003ePartner with the Student to Help Develop 146\u003c\/p\u003e\n\u003cp\u003eSet Realistic Criteria 146\u003c\/p\u003e\n\u003cp\u003eLet Students Keep Their Sheet with Them (If They Wish) 146\u003c\/p\u003e\n\u003cp\u003eReview Regularly with the Student 147\u003c\/p\u003e\n\u003cp\u003eUse Turnaround Points 147\u003c\/p\u003e\n\u003cp\u003eUse Bonus Points 147\u003c\/p\u003e\n\u003cp\u003eAllow Students to Self-Monitor When Ready 148\u003c\/p\u003e\n\u003cp\u003eCommunicate to Parents What Constitutes a Successful Day 148\u003c\/p\u003e\n\u003cp\u003eDependent Group-Oriented Contingency 150\u003c\/p\u003e\n\u003cp\u003eLevel Systems 150\u003c\/p\u003e\n\u003cp\u003eStructured Behavioral Skills Program: Daily Level System 151\u003c\/p\u003e\n\u003cp\u003eClimbing the Ladder of Success 152\u003c\/p\u003e\n\u003cp\u003eA Warning About Using Point and Level Systems 154\u003c\/p\u003e\n\u003cp\u003eToken Boards 154\u003c\/p\u003e\n\u003cp\u003eContracts 155\u003c\/p\u003e\n\u003cp\u003ePunch Cards 158\u003c\/p\u003e\n\u003cp\u003ePositive Attention Trackers 158\u003c\/p\u003e\n\u003cp\u003eKey Points to Remember 160\u003c\/p\u003e\n\u003cp\u003eDiscussion Questions and Activities 161\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePart Five Using Undesirable Consequences\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e12 Using Undesirable Consequences: The Basics 165\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eProblems with Punishment 165\u003c\/p\u003e\n\u003cp\u003ePunishment Does Not Work in the Long Term 166\u003c\/p\u003e\n\u003cp\u003ePunishment Does Not Teach the Student What to Do Instead 166\u003c\/p\u003e\n\u003cp\u003ePunishment Encourages Negative Attitudes Toward School and Educators 166\u003c\/p\u003e\n\u003cp\u003ePunishment Reduces Motivation to Learn Other Techniques 166\u003c\/p\u003e\n\u003cp\u003eNatural and Logical Undesirable Consequences 167\u003c\/p\u003e\n\u003cp\u003eNatural Undesirable Consequences 167\u003c\/p\u003e\n\u003cp\u003eLogical Undesirable Consequences 169\u003c\/p\u003e\n\u003cp\u003eThe Three R's of Logical Consequences 169\u003c\/p\u003e\n\u003cp\u003eRelated 169\u003c\/p\u003e\n\u003cp\u003eReasonable 170\u003c\/p\u003e\n\u003cp\u003eRespectful 170\u003c\/p\u003e\n\u003cp\u003ePunishment Versus Logical Consequences 171\u003c\/p\u003e\n\u003cp\u003eKey Points to Remember 172\u003c\/p\u003e\n\u003cp\u003eDiscussion Questions and Activities 173\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e13 Common Logical Undesirable Consequences 174\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eCommon Undesirable Consequences Continuum 175\u003c\/p\u003e\n\u003cp\u003eThree Strikes 175\u003c\/p\u003e\n\u003cp\u003eResponse Cost or Fines 176\u003c\/p\u003e\n\u003cp\u003eWasted Time 176\u003c\/p\u003e\n\u003cp\u003eBehavior Tutoring 177\u003c\/p\u003e\n\u003cp\u003eThink Time 178\u003c\/p\u003e\n\u003cp\u003eThe Importance of Problem Solving 178\u003c\/p\u003e\n\u003cp\u003eConsequence Maps 179\u003c\/p\u003e\n\u003cp\u003eAlternatives to Out-of-School Suspension 181\u003c\/p\u003e\n\u003cp\u003eIn-School Suspension 184\u003c\/p\u003e\n\u003cp\u003eRed Schedule 184\u003c\/p\u003e\n\u003cp\u003eAdvantages of Alternatives to Out-of-School Suspension 187\u003c\/p\u003e\n\u003cp\u003eKey Points to Remember 188\u003c\/p\u003e\n\u003cp\u003eDiscussion Questions and Activities 189\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePart Six Putting It All Together\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e14 Conducting Effective and Efficient Functional Behavioral Assessments 193\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eStep One: Operationally Define the Problem and Replacement Behaviors 195\u003c\/p\u003e\n\u003cp\u003eStep Two: Collect Information 195\u003c\/p\u003e\n\u003cp\u003eHow Much Information Is Needed? 195\u003c\/p\u003e\n\u003cp\u003eHow Do I Collect the Data? 197\u003c\/p\u003e\n\u003cp\u003eStep Three: Develop Hypotheses About Why the Problem Behavior Is Occurring 199\u003c\/p\u003e\n\u003cp\u003eKey Points to Remember 202\u003c\/p\u003e\n\u003cp\u003eDiscussion Questions and Activities 203\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e15 Designing and Implementing Effective and Efficient Behavior Intervention Plans 204\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eStep 4: Design a Behavior Intervention Plan Based on the Functional Behavioral Assessment 204\u003c\/p\u003e\n\u003cp\u003eStep Five: Monitor and Adjust the Behavior Intervention Plan as Needed 205\u003c\/p\u003e\n\u003cp\u003eWas the Plan Implemented as Written? 205\u003c\/p\u003e\n\u003cp\u003eDid Behavior Improve, and Was This Improvement Maintained over Time? 206\u003c\/p\u003e\n\u003cp\u003eKey Points to Remember 209\u003c\/p\u003e\n\u003cp\u003eDiscussion Question 209\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e16 Example Success Stories 210\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eExample 1: Joey 211\u003c\/p\u003e\n\u003cp\u003eFunctional Behavioral Assessment Worksheet 211\u003c\/p\u003e\n\u003cp\u003eBehavior Intervention Plan Worksheet 212\u003c\/p\u003e\n\u003cp\u003eJoey's Safe Note for Home 214\u003c\/p\u003e\n\u003cp\u003eJoey's Target Token Board (Front) 214\u003c\/p\u003e\n\u003cp\u003eJoey's Target Token Board (Back) 215\u003c\/p\u003e\n\u003cp\u003eJoey's Fidelity Checklist 216\u003c\/p\u003e\n\u003cp\u003eJoey's Data Sheet 217\u003c\/p\u003e\n\u003cp\u003eJoey's Data Graphs 217\u003c\/p\u003e\n\u003cp\u003eExample 2: Susan 218\u003c\/p\u003e\n\u003cp\u003eFunctional Behavioral Assessment Worksheet 218\u003c\/p\u003e\n\u003cp\u003eBehavior Intervention Plan Worksheet 220\u003c\/p\u003e\n\u003cp\u003eSusan's Self-Monitoring Target Behavior Sheet 223\u003c\/p\u003e\n\u003cp\u003eSusan's Reinforcement Menu 224\u003c\/p\u003e\n\u003cp\u003eSusan's Consequence Map 225\u003c\/p\u003e\n\u003cp\u003eSusan's Target Skill Progress Computation Sheet 225\u003c\/p\u003e\n\u003cp\u003eSusan's Fidelity Checklist 226\u003c\/p\u003e\n\u003cp\u003eSusan's Data Graphs 227\u003c\/p\u003e\n\u003cp\u003eExample 3: Taylor 228\u003c\/p\u003e\n\u003cp\u003eFunctional Behavioral Assessment Worksheet 228\u003c\/p\u003e\n\u003cp\u003eBehavior Intervention Plan Worksheet 230\u003c\/p\u003e\n\u003cp\u003eTaylor's Stoplight 233\u003c\/p\u003e\n\u003cp\u003eTaylor's Tower of Success 234\u003c\/p\u003e\n\u003cp\u003eTaylor's Data Sheet 235\u003c\/p\u003e\n\u003cp\u003eTaylor's Fidelity Checklist 235\u003c\/p\u003e\n\u003cp\u003eTaylor's Data Graphs 236\u003c\/p\u003e\n\u003cp\u003eExample 4: Malik 237\u003c\/p\u003e\n\u003cp\u003eFunctional Behavioral Assessment Worksheet 237\u003c\/p\u003e\n\u003cp\u003eBehavior Intervention Plan Worksheet 238\u003c\/p\u003e\n\u003cp\u003eMalik's Data Sheet 241\u003c\/p\u003e\n\u003cp\u003eMalik's Consequence Map 242\u003c\/p\u003e\n\u003cp\u003eMalik's Fidelity Checklist 243\u003c\/p\u003e\n\u003cp\u003eMalik's Data Graphs 243\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePart Seven What About Dangerous Behavior? Managing Crises\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e17 Intervening During the Escalation Cycle 247\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eStage One 248\u003c\/p\u003e\n\u003cp\u003eStage Two 248\u003c\/p\u003e\n\u003cp\u003eStage Three 249\u003c\/p\u003e\n\u003cp\u003eStage Four 250\u003c\/p\u003e\n\u003cp\u003eStage Five 250\u003c\/p\u003e\n\u003cp\u003eStage Six 251\u003c\/p\u003e\n\u003cp\u003eKey Points to Remember 253\u003c\/p\u003e\n\u003cp\u003eDiscussion Questions and Activities 254\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e18 Physical Restraint and Seclusion 255\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eDefinitions 256\u003c\/p\u003e\n\u003cp\u003eHistorical Overview 256\u003c\/p\u003e\n\u003cp\u003eRoots of the Problem 257\u003c\/p\u003e\n\u003cp\u003eCurrent School Culture 257\u003c\/p\u003e\n\u003cp\u003eLack of Regulation 257\u003c\/p\u003e\n\u003cp\u003eLack of Training 258\u003c\/p\u003e\n\u003cp\u003eLack of Research 259\u003c\/p\u003e\n\u003cp\u003eConcern About Increase of More Aversive Options 259\u003c\/p\u003e\n\u003cp\u003eLack of Options 259\u003c\/p\u003e\n\u003cp\u003eWhat Can Educators Do? 260\u003c\/p\u003e\n\u003cp\u003eBe Informed 260\u003c\/p\u003e\n\u003cp\u003eProvide or Ask for Training 260\u003c\/p\u003e\n\u003cp\u003eCommit to Positive Behavior Support in Philosophy and Practice 262\u003c\/p\u003e\n\u003cp\u003eMonitor Use of Restraint and Seclusion 262\u003c\/p\u003e\n\u003cp\u003eKey Points to Remember 262\u003c\/p\u003e\n\u003cp\u003eDiscussion Questions and Activities 265\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePart Eight Reproducible Tools\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e1 Positive-to-Negative Ratio Data Sheet 268\u003c\/p\u003e\n\u003cp\u003e2 Break Pass 269\u003c\/p\u003e\n\u003cp\u003e3 Countdown Strips 270\u003c\/p\u003e\n\u003cp\u003e4 Chart Moves Frame 271\u003c\/p\u003e\n\u003cp\u003e5 Peer Comparison Direct Observation Form 272\u003c\/p\u003e\n\u003cp\u003e6 Consequence Map Template 273\u003c\/p\u003e\n\u003cp\u003e7 If-Then Chart Template 274\u003c\/p\u003e\n\u003cp\u003e8 Notes Template for Functional Behavioral Assessment 275\u003c\/p\u003e\n\u003cp\u003e9 Functional Behavioral Assessment Summary Worksheet 276\u003c\/p\u003e\n\u003cp\u003e10 Behavior Intervention Plan Worksheet 278\u003c\/p\u003e\n\u003cp\u003eGlossary 281\u003c\/p\u003e\n\u003cp\u003eNotes 287\u003c\/p\u003e\n\u003cp\u003eReferences 293\u003c\/p\u003e\n\u003cp\u003eIndex 299\u003c\/p\u003e\n\u003cbr\u003e\u003cbr\u003e\n\u003cstrong\u003ePublisher Marketing\u003c\/strong\u003e:\u003cbr\u003e\n\t\t\t\t\t\t\t\tInterventions for students who exhibit challenging behavior \n\u003cp\u003eWritten by behavior specialists Kaye Otten and Jodie Tuttle--who together have 40 years of experience working with students with challenging behavior in classroom settings--this book offers educators a practical approach to managing problem behavior in schools. It is filled with down-to-earth advice, ready-to-use forms, troubleshooting tips, recommended resources, and teacher-tested strategies. Using this book, teachers are better able to intervene proactively, efficiently, and effectively with students exhibiting behavior problems. The book includes research-backed support for educators and offers: \u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eInstructions for creating and implementing an effective class-wide behavior management program\u003c\/li\u003e\n\u003cli\u003eGuidelines for developing engaging lessons and activities that teach and support positive behavior\u003c\/li\u003e\n\u003cli\u003eAdvice for assisting students with the self-regulation and management their behavior and emotions\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cbr\u003e\u003cbr\u003e\n\n\u003cbr\u003e\n\u003cbr\u003e\n\u003c\/td\u003e\n\u003c\/tr\u003e\n\u003c\/table\u003e\u003cp\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Otten, Kaye\u003cbr\u003e\u003cb\u003ePublisher:\u003c\/b\u003e Jossey-Bass\u003cbr\u003e\u003cb\u003eBinding:\u003c\/b\u003e Paperback\u003cbr\u003e\u003cb\u003ePub Date:\u003c\/b\u003e 2010-11-09\u003cbr\u003e\u003cb\u003eBISAC:\u003c\/b\u003e Education \/ Behavioral Management|Education \/ Teaching \/ General|Education \/ Classroom Management\u003cbr\u003e\u003cb\u003eSubjects:\u003c\/b\u003e United States|Behavior modification|Problem children|Education|Children with mental disabilities\u003cbr\u003e\u003cb\u003eWeight:\u003c\/b\u003e 1.71 lbs\u003cbr\u003e\u003cb\u003eISBN:\u003c\/b\u003e 9780470505168\u003cbr\u003e\u003cb\u003eASIN:\u003c\/b\u003e -\u003cbr\u003e\u003cb\u003eSKU:\u003c\/b\u003e SP-9780470505168\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":52425692479769,"sku":"SP-9780470505168","price":44.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0913\/0380\/5209\/files\/9780470505168_spiral.png?v=1779481542","url":"https:\/\/westbindery.com\/products\/how-to-reach-and-teach-children-with-challenging-behavior-k-8-practical-ready-to-use-interventions-that-work","provider":"West Bindery","version":"1.0","type":"link"}