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Preventing Problem Behaviors - Book Cover

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Updated Edition of Bestseller

Preventing Problem Behaviors

Schoolwide Programs and Classroom Practices

Second Edition
By: Bob Algozzine, Ann P. Daunic, Stephen W. Smith

Focused on foundations, intervention, collaboration, and evaluation, this resource offers effective strategies and practices for preventing problem behavior at both the classroom and school level.

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Product Details

Grade Level: PreK-12
ISBN: 9781412970488
Published By: Corwin
Year: 2010
Page Count: 248
Publication date: March 10, 2010

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Description

"A wonderful tool for administrators and teachers that offers child-centered resources and ideas to help our learners succeed, thereby making our classrooms more effective. I especially love the sample behavior reports, progress monitoring charts, and the self-monitoring chart. Helping students see that they are responsible for their actions and making them partners in their education are effective practices."
—Megan M. Allen, Fourth-Grade Teacher
Cleveland Elementary School, Tampa, FL

Prevention is the key to a successful school behavior plan!

In today's increasingly diverse PreK–12 classrooms, problem behaviors can often interrupt instructional time and disrupt learning. Designed for 21st-century school leaders, administrators, behavior specialists, and classroom teachers, this research-based guide offers specific strategies and plans for preventing problem behavior at both the classroom and school level.

Based on the premise that early response to problems can lead to better outcomes for students, the book's content is framed around four essential areas: foundations, intervention, collaboration, and evaluation. Within these areas, this accessible guide features:

The latest information on the science and practice of prevention
Reasons why conflict resolution, peer mediation, and bully-proofing are essential to prevention
Effective practices for teaching social skills to young children
Proven techniques for implementing schoolwide positive behavior support
Tools for using individual behavior plans to prevent problems
Ideas for home-school and community partnerships and culturally responsible teaching
Critical strategies for monitoring student progress and evaluating prevention practices
New, updated chapters, including information on preschool behavior support and RTI

This valuable resource provides all the tools and strategies school leaders and teachers need to keep children focused on learning.

Key features

This book provides:

Effective practices for teaching social skills to young children
Successful practices for implementing schoolwide positive behavior support
Strategies for cognitive-behavioral interventions (CBIs) to address problem behaviors in school settings
Critical features of small-group social skills instruction
Reasons why conflict resolution, peer mediation, and bully-proofing are important in preventive classroom efforts
Features for using individual behavior plans in efforts to prevent problems
Ideas for home-school partnerships, community partnerships, and culturally responsive teaching
Critical aspects for monitoring progress and evaluating prevention programs

Author(s)

Bob Algozzine

Bob Algozzine is a professor in the Department of Educational Leadership at the University of North Carolina and project codirector of the U.S. Department of Education-supported Behavior and Reading Improvement Center. With 25 years of research experience and extensive firsthand knowledge of teaching students classified as seriously emotionally disturbed, Algozzine is a uniquely qualified staff developer, conference speaker, and teacher of behavior management and effective teaching courses. He is active in special education practice as a partner and collaborator with professionals in the Charlotte-Mecklenburg schools in North Carolina and as an editor of several journals focused on special education. Algozzine has written more than 250 manuscripts on special education topics, including many books and textbooks on how to manage emotional and social behavior problems.

Ann P. Daunic

Ann P. Daunic is an Associate Scholar in the Department of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. For the past 12 years, she has directed applied research projects focused on the prevention of problem behaviors through school- and classroom-based interventions including conflict resolution, peer mediation and instruction in social problem solving. Her interest in preventive interventions for students at risk for school failure reflects an academic background in psychology and her experience as a college counselor for economically and educationally disadvantaged students from the New York City metropolitan area. She has also served as a private high school administrator and guidance counselor, collaborating with teachers and parents to address the social and instructional needs of students with behavioral and academic difficulties. She is currently director of the Prevention Research Project, a four-year study funded by the Institute of Education Sciences to evaluate the efficacy of a social problem-solving curriculum for fourth and fifth grade students. Associated research interests include merging social-emotional and academic learning and the role of social cognition in the self-regulation of emotions and behavior.

Stephen W. Smith

Stephen W. Smith is a Professor in the Department of Special Education at the University of Florida (UF). Prior to receiving his Ph.D. in Special Education from the University of Kansas, he was a teacher of special education students for eight years. Dr. Smith teaches graduate courses in the area of emotional and behavioral disorders and research in special education at UF and has conducted multiple federally funded investigations of effective behavior management techniques including the study of social conflict and the effects of school-wide peer mediation programs. As the Principal Investigator of a large-scale prevention science research grant funded by the US Department of Education, Institute of Education Sciences (IES), Dr. Smith is investigating the effects of a universal cognitive-behavioral intervention in the form of a social problem solving curriculum to reduce student aggression and chronic classroom disruption. He has presented his findings and recommendations at numerous state, regional, national, and international professional conferences. While at UF, Dr. Smith has received three teaching awards, a University Research Award, and has served twice as a UF Research Foundation Professor. He is a member of the IES Social and Behavioral Education Scientific Research Review Panel and is a member of the Executive Board of the Division for Research, Council for Exceptional Children.

Table of Contents

Acknowledgments

About the Authors

1. Prevention Science and Practice

What We Know about Prevention Practice

What We Know about Response to Intervention

What We Know about Behavior and Academics

Changing the Lives of Students with Problems

An Illustration from Practice

2. Preschool Behavior Support

Importance of Teaching Social Skills in Preschool

Effective Practices for Teaching Social Skills to Young Children

Teaching Young Children How to Behave in Social Settings

An Illustration from Practice

3. Schoolwide Positive Behavior Support

Definition and Importance of SWPBS

Characteristics and Effective Practices of SWPBS

Effectiveness of SWPBS

Perspective on School-Wide Positive Behavior Support

An Illustration from Practice

4. Cognitive-Behavioral Interventions in School Settings

Cognitive-Behavioral Interventions

Theoretical Underpinnings of CBI

Current Research on CBI

School-Based CBIs

A CBI Example

Summary

An Illustration from Practice

5. Social Skills Instruction and Generalization Strategies

Social Skills, Social Competence, and Curricula

Generalization of Social Skills and Building Performance Competence

Why Social Skills Programs Sometimes Fail

Gaining Community Support for Social Skills Training

Importance of Improving and Generalizing Social Skills

6. Conflict Resolution, Peer Mediation, and Bullying Prevention

Some Program Definitions

A Developmental Framework

Characteristics of Effective CRE Programs

How to Sustain CRE and Bullying Prevention Programs

Concluding Thoughts

An Illustration from Practice

7. Classroom Interventions and Individual Behavior Plans

What Educators Should Know About the RTI Model

RTI as a Schoolwide and Classroom Management Approach

Effective Classroom Management Approaches

Tier 2 Behavior Plans for Students

Behavior Planning for Tier 2 Students

Summary of Tier 2 Behavior Planning

Individualized Behavior Plan (BIP)

Conclusion

8. Effective Home-School Partnerships

The Importance of Home-School Partnerships

Principles and Key Features of Home-School Partnerships

Characteristics of Effective Home-School Partnerships

Home-School Partnerships and Challenging Behavior

Illustration from Practice

9. Community and Interagency Partnerships

Poverty, Immigrant Status and Risk

Interagency Approaches to Preventing Problem Behavior

Core Principles and Governance Structure

Linkages to Learning in Action

Preventing Problem Behaviors with Community Partnerships

10. Culturally Responsive Teaching

Culture and Today's Classrooms

Culturally Responsive Teaching

Teaching Appropriate Behavior

Teaching Behavior to CLD Learners

Conclusion

Illustrations from Practice

11. Monitoring Student Progress and Evaluating Prevention Practices

Evaluating Outcomes of Prevention Efforts

Designing Program Evaluations

Measurement Issues

Common Hazards in Program Evaluation

Disseminating Evaluation Information

Measuring Success of Preventing Programs

12. Building and Sustaining Effective Prevention Practices

Building Effective Prevention Practices

Putting It All Together

Postscript

References

Index

Reviews

"A wonderful tool for administrators and teachers that offers child-centered resources and ideas to help our learners succeed, thereby making our classrooms more effective. The book contains tools to help our students think through their problems, learn social skills necessary in everyday life, and focus on positive results. I especially love the sample behavior reports, progress monitoring charts, and the self-monitoring chart. It is so effective to help students see that they are responsible for their actions and to make them partners in their education."

Megan M. Allen, Fourth-Grade Teacher
Cleveland Elementary School, Tampa, FL

"This clearly written book provides a comprehensive review of programs and strategies that support positive behaviors in our schools. The connection between social behavior and academic achievement has long been recognized. The authors go beyond describing this link to clearly delineate the factors that must be addressed, including early intervention, the use of evidence-based practices, and progress monitoring. They also address the need for building and sustaining the supports necessary for success, such as partnerships with families and community agencies and culturally responsive teaching. This book is for educators and administrators who are committed to preventing problem behaviors in schools."

Joan Robbins, Director of Special Services
De Soto School District, KS

"The authors provide a rigorously researched, highly accessible resource for preventing, minimizing, and responding to students' challenging behaviors. A major strength is the wide array of evidence-based, culturally responsive practices presented in ways that school personnel can readily apply. Teachers, administrators, and related service personnel will find this well-sequenced text both motivating and instructive as they consider how best to address the academic and behavioral needs of their students."

Michael S. Rosenberg, Associate Dean for Research and Professor of Special Education
Johns Hopkins University

Other Titles in: Bullying Prevention | Schoolwide Discipline & Bully Prevention | Special Education

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