Delivers behaviour management strategies and how to apply them in the classroom in a practical and effective way.
Comprehensive Behaviour Management: Schoolwide, Classroom, and Individualized Approaches supports teachers in preventing management problems and responding to unwanted behaviour when it occurs in classrooms. The text offers a comprehensive presentation of three levels of behaviour management strategies: school-wide, classroom, and individual, all three of which contribute to a positive learning environment. A social learning emphasis, in which human behaviour is viewed within an ecological framework, is integrated throughout the text. Application of this information is supported by a range of devices such as vignettes, examples, strategies, and activities to show teachers how to manage behaviour effectively.
Dr. Ronald Martella is a professor at Eastern Washington University, teaching classes in behavior management and research methodology. He provides technical assistance to numerous states and districts on schoolwide positive behavior support (SWPBS)/behavior management for students with or without disabilities. Dr. Martella has 150 professional publications. He is an SRA/McGraw-Hill author of a 6-level program (Lesson Connections and Core Lesson Connections) for Reading Mastery Signature Edition and a two-course adolescent literacy program (Read to Achieve). He is co-author of the new digital-, print-, and project-based FLEX Literacy program. Additionally, he has published seven college-level textbooks on behavior management, research methods, and instruction. Further, Dr. Martella has conducted over 150 professional presentations. He serves on the editorial board of three peer-reviewed journals. J. Ron Nelson, Ph.D. is a Professor in the Department of Special Education and Communication Disorders. He received the 2000 Distinguished Initial Career Research Award by the Council for Exceptional Children. Dr. Nelson has received over 20 million dollars to support his research, published over 130 peer reviewed research papers and developed a number of behavior (e.g., The Think Time Strategy) and literacy (e.g., Stepping Stones to Literacy) interventions that have been recognized by the U.S. Department of Education. He is the author of four books: Vocabulary Learning: Tools and Strategies for Teaching Students with Learning Difficulties, Instructional Practices for Students with Behavioral Disorders (2008), Strategies for Reading, Writing, and Math, Comprehensive Behavior Management: Individualized, Classroom, and School-wide Approaches, and Understanding and Interpreting Educational Research. Dr. Nancy Marchand-Martella is a professor at Eastern Washington University, teaching classes in academic remediation. Dr. Marchand-Martella has over 150 professional publications. She is an author of a two-level vocabulary program (Multiple Meaning Vocabulary) and an SRA/McGraw-Hill author of a 6-level program (Lesson Connections and Core Lesson Connections) for Reading Mastery Signature Edition and a two-course adolescent literacy program (Read to Achieve). She is co-author of the new digital-, print-, and project-based FLEX Literacy program. Additionally, she has published seven college-level textbooks on behavior management, research methods, and instruction. Further, Dr. Marchand-Martella has conducted over 280 professional presentations. Mark O'Reilly: A native of Ireland, Mark O'Reilly joined the Department of Special Education at University of Texas at Austin in 2002. He currently coordinates the graduate training programs in autism and developmental disability, which are pre-approved by the Behavior Analysis Certification Board /). He is interested in the design, implementation, and evaluation of evidence-based and culturally sensitive services for students with autism and related developmental and physical disabilities, and their families.
PrefaceAcknowledgmentsPart One: Introduction to Behavior ManagementChapter 1: Behavior Management ModelsChapter 2: The Foundations of Behavior ManagementPart Two: Individualized SupportsChapter 3: Pinpointing and Tracking a Behavior ProblemChapter 4: Functional Behavior Assessments and Behavior Support PlansChapter 5: Increasing Desirable BehaviorsChapter 6: Decreasing Undesirable BehaviorsPart Three: Classroom SupportsChapter 7: Preliminary ConsiderationsChapter 8: Instructional VariablesPart Four: SchoolWide SupportsChapter 9: School SafetyChapter 10: Schoolwide Positive Behavior Intervention and SupportChapter 11: Evidence-Based Interventions and ProgramsChapter 12: Response to Intervention (RTI) and SWPBIS ModelsGlossaryReferencesIndexAbout the Authors
The text covers most of the recent trends and strategies in behavioral interventions and contains evidence-based information and strategies. Also, the topics are organized in a question form which the students would prefer." -- Judith E. Terpstra "I was impressed with the organization of the text and I enjoyed the vignettes and the vignettes revisited sections. I was also impressed that a chapter on school safety was included. This is a current challenge and it needs to be addressed." -- Su-Je Cho "The chapters are easy to read, very understandable, and very comprehensive for the information my certification students need. I have students with a wide range of experience, ages, and abilities in my course and this book seems like it would benefit them all." -- Robert L. Michels
The text covers most of the recent trends and strategies in behavioral interventions and contains evidence-based information and strategies. Also, the topics are organized in a question form which the students would prefer.e