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Evidence-based strategies for effective classroom management [electronic resource]
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| 자료유형 | 단행본 |
|---|---|
| 서명/저자사항 | Evidence-based strategies for effective classroom management [electronic resource]/ David M. Hulac, Amy M. Briesch. |
| 개인저자 | Hulac, David M. Briesch, Amy M, |
| 발행사항 | New York: The Guilford Press, 2017. |
| 형태사항 | 1 online resource. |
| 총서사항 | The guilford practical intervention in the schools series |
| 기타형태 저록 | Print version: 9781462531752 146253175X |
| ISBN | 9781462531776 1462531776 |
| 서지주기 | Includes bibliographical references and index. |
| 내용주기 | Cover; Half Title Page; Series Page; Title Page; Copyright; Dedication; About the Authors; Contents; Part I. Overview and Foundations of Classroom Management; 1. Why Classroom Management Matters; What Is Classroom Management?; What Is Evidence-Based Classroom Management?; What Is to Come; Conclusions; 2. Understanding Behavioral Theories Relevant to Supporting a Well-Managed Classroom; Teacher Attribution Theory; Foundations of Behavioral Science Principle 1: We Are More Likely to Engage in Behaviors That Generate Pleasurable Consequences (or, I'll eat my broccoli for Skittles, but won't eat my Skittles for broccoli).Principle 2: We Can Promote Behavior through Reinforcement (or, I'll do anything for Skittles!).; Types of Reinforcement; Schedules of Reinforcement; Principle 3: We Can Reduce or Eliminate Behavior through Extinction and Punishment (or, If you stop giving me Skittles, I'll stop doing what you ask). Principle 4: We Tend to Engage in Those Behaviors That Bring the Greatest Reinforcement (or, Lots of Skittles! Right now? Little effort? Yes, please!).Principle 5: What We Find Rewarding Once May Not Always Be So (or, I'm tired of Skittles! I want M&M's!).; Principle 6: We Look for Cues to Tell Us Whether Reinforcement Is Likely (or, I can see that you bought more Skittles and I'm ready to work!).; Putting It All Together; The Law of Effect; Reinforcement; Punishment; The Matching Law; Motivating Operations; Developing an Intervention; Conclusions; Appendix 2.1. Frequently Asked Questions Part II. Promotion and Prevention Strategies3. Structuring the Classroom for Success: Preventing Problems before They Happen; Why Are Preventative Strategies Important?; What Are Evidence-Based Preventative Strategies?; Creating Physical Structures; Teaching Students Expected Behaviors; Teaching Rules and Routines; Engaging in Effective Teaching Behaviors; Conclusions; 4. Providing Students with Behavioral Feedback; Anatomy of Feedback; What Behavior Is Expected?; When Must the Behavior Occur?; When Will the Behavior Be Evaluated?; What Does the Child Receive?; Negative Verbal Feedback Delivering Effective ReprimandsPositive Verbal Feedback; How to Provide Praise; Empirical Examples; Strategies for Increasing Rates of Praise; Comparing Positive and Negative Feedback; Planned Ignoring; Noncontingent Attention; Conclusions; Part III. Strategies for Addressing Classwide Behavioral Concerns; 5. Implementing Token Economies; Implementing a Token Economy System; At What Level Should the Token Economy Be Implemented?; What Behaviors Can Be Targeted?; How Should Tokens Be Delivered?; How Should Rewards Be Incorporated?; Introducing the Intervention; Variations on the Token Economy |
| 요약 | "Classroom management is critical to successful teaching, but many K-12 teachers struggle with it. This indispensable guide distills the best classroom management science into easy-to-implement strategies teachers can use to promote a productive and safe learning environment. Chapters provide evidence-based guidelines for implementing classwide prevention strategies, token economies, group contingencies, and self-management interventions. Procedures for evaluating intervention effectiveness and individualizing interventions are described. Reproducible tools include 9 forms and 21 quick-reference "Coach Cards" that distill the key steps of each strategy. The large-size format and lay-flat binding facilitate photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials. Subject Areas/Key Words: applied behavior analysis, behavioral feedback, classroom management, classrooms, classwide strategies, disruptive behavior problems, elementary grades, engagement, environment, evidence-based practices, group contingencies, interventions, MTSS, multitiered systems of support, PBIS, positive behavior interventions and supports, prevention, routines, secondary grades, self-management, student behavior problems, students, teachers, Tier 1, token economy systems, universal Audience: School psychologists, K-12 classroom teachers and special educators, school administrators, behavior specialists, and school counselors"-- |
| 해제 | Provided by publisher. |
| 일반주제명 | PSYCHOLOGY / Psychotherapy / Child & Adolescent. EDUCATION / Classroom Management. SOCIAL SCIENCE / Social Work. EDUCATION / Special Education / General. Classroom management. Classroom management --Psychological aspects. Educational psychology. EDUCATION / Administration / General EDUCATION / Organizations & Institutions |
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