The emotional and behavioral problems of students in the classroom are a major concern for teachers, administrators, and the public. Without effective behavior management, a positive and productive classroom environment is impossible to achieve. Forty years of scientific research supports the efficacy of behavioral interventions in the classroom, yet school psychologists and teachers are often unaware of this evidence or of how to apply it.
This book provides school psychologists, counselors, social workers, school administrators, and teachers with a summary of ecologically sound primary, secondary, and tertiary prevention strategies.
The contributors cover fundamentals such as how to conduct a behavioral assessment, how to measure treatment integrity and response to intervention, and how to promote generalization and maintenance of learned positive behaviors. They also discuss prevention measures such as positive behavior support and group contingencies that schools can implement system-wide.
Several chapters describe more narrowly focused interventions such as daily report cards and self modeling, while the final section explains how to customize behavioral strategies for special populations such as preschoolers; children with autism, internalizing, or externalizing disorders; and those who have experienced trauma.
Readers who are new to behavioral interventions should be able to use the techniques immediately, while experienced practitioners will use this book as a resource to guide their practice.
I. Foundations For Designing School-Based Behavioral Interventions
—William P. Erchul and Ann C. Schulte
Behavioral Assessment in the Schools
—T. Steuart Watson and Tonya Watson
Introduction to Functional Behavioral Assessment
—George H. Noell and Kristin A. Gansle
The Importance of Treatment Integrity in School-Based Behavioral Intervention
—Brian K. Martens and Laura Lee McIntyre
The True Effects of Extrinsic Reinforcement on "Intrinsic" Motivation
—Angeleque Akin-Little and Steven Little
II. Systematic Approaches to Prevention and Intervention
Contributions of Cognitive Behavior Therapy to School Psychology
Improving Children's Fluency in Reading, Mathematics, Spelling, and Writing: A Review of Evidence-Based Academic Interventions
—Tanya L. Eckert, Robin M. Codding, Adrea J. Truckenmiller, and Jennifer L. Rheinheimer
School-wide Positive Behavior Support: A Systems Level Application of Behavioral Principles
—Brandi Simonsen and George Sugai
—Joseph Webhy and Kathleen Lynne Lane
Applying Group-Oriented Contingencies in the Classroom
—Christopher Skinner, Amy L. Skinner, and Bobbie Burton
About the Editors
Angeleque Akin-Little is president of the consulting company Behavioral, Educational, and Research Consultants and consults with internationally based centers specializing in applied behavior analysis training and service delivery. She earned her Ph.D. in School Psychology from the University of Southern Mississippi in 1999 and is a board certified behavior analyst. She has served on the faculty of Hofstra University and the University of the Pacific and is a Fellow of Division 16 of the APA. Her main research and practice interests are in the area of behavioral interventions in homes and schools and applied behavior analysis, particularly the effects of extrinsic reward on intrinsic motivation.
Steven G. Little is currently Director of the Ph.D. program in Educational (School) Psychology at Massey University in Auckland New Zealand. A native of the United States, Dr. Little received his Ph.D. in School Psychology from Tulane University in 1987 and he taught at various school psychology programs in the US for 21 years before moving to New Zealand in 2008. He has published extensively in the school psychology literature, served as President of the Division of School Psychology of the American Psychological Association, and served on the editorial boards of numerous school psychology journals. His main research and practice interest is in behavioral interventions with children in homes and schools.
Thomas J. Kehle is a Professor and Director of School Psychology at the University of Connecticut. His primary research interests include the design and implementation of interventions to improve children's academic and social functioning. His writing also involves his interest in practical applications of a theoretical model of wellness to improve both the magnitude and endurance of positive behavior change.
Melissa A. Bray is a Professor in School Psychology at the University of Connecticut. Her primary research interests include school-based interventions in the areas of communication, behavior, and health disorders.