{"product_id":"how-to-reach-and-teach-children-with-challenging-behavior-k8-9780470505168","title":"How to Reach and Teach Children with Challenging","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAbout This Book vi\u003c\/p\u003e \u003cp\u003eAbout the Authors vii\u003c\/p\u003e \u003cp\u003eAcknowledgments ix\u003c\/p\u003e \u003cp\u003eForeword by John W. Maag xxiii\u003c\/p\u003e \u003cp\u003ePreface xxv\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart One A Positive, Proactive Approach to Behavior Management\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 A Case for Change 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat’s Wrong with Kids Today? 4\u003c\/p\u003e \u003cp\u003eWhat Happened to the Good Old Days? 4\u003c\/p\u003e \u003cp\u003eI Didn’t Sign Up for This! 5\u003c\/p\u003e \u003cp\u003eStudents with Behavior Problems Should Just Be Suspended! 6\u003c\/p\u003e \u003cp\u003ePunishment Works for Me! 7\u003c\/p\u003e \u003cp\u003eWhat Can We Do? 8\u003c\/p\u003e \u003cp\u003eRemove the Words Should and Shouldn’t from Your Vocabulary 8\u003c\/p\u003e \u003cp\u003eLimit the Time Spent ‘‘Admiring the Problem’’ 8\u003c\/p\u003e \u003cp\u003eStrive to Understand the Perspectives of All Team Members and Stakeholders 8\u003c\/p\u003e \u003cp\u003eLet Go of the Old Way of Doing Things 9\u003c\/p\u003e \u003cp\u003eExpand Your Behavior Management Toolbox 10\u003c\/p\u003e \u003cp\u003eKey Points to Remember 10\u003c\/p\u003e \u003cp\u003eDiscussion Questions 10\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Positive Behavior Support and Functional Behavioral Assessment for Educators 12\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Exactly Is Positive Behavior Support? 13\u003c\/p\u003e \u003cp\u003eResearch-Validated Practices 13\u003c\/p\u003e \u003cp\u003eEnhancing the Capacity of Environments 13\u003c\/p\u003e \u003cp\u003eA Three-Tiered Model 14\u003c\/p\u003e \u003cp\u003eWhat Exactly Is Functional Behavioral Assessment? 15\u003c\/p\u003e \u003cp\u003eThree Key Concepts of FBA 17\u003c\/p\u003e \u003cp\u003eSetting Events 17\u003c\/p\u003e \u003cp\u003eTriggering Antecedents 17\u003c\/p\u003e \u003cp\u003eMaintaining Consequences 18\u003c\/p\u003e \u003cp\u003eCommon Functions of Problem Behavior 18\u003c\/p\u003e \u003cp\u003eTo Get Attention or a Reaction 19\u003c\/p\u003e \u003cp\u003eTo Get Something Tangible 20\u003c\/p\u003e \u003cp\u003eTo Obtain a Sense of Power or Control 20\u003c\/p\u003e \u003cp\u003eTo Meet a Sensory Need 20\u003c\/p\u003e \u003cp\u003eTo Communicate Feelings 20\u003c\/p\u003e \u003cp\u003eAs a Result of a Lack of Understanding 21\u003c\/p\u003e \u003cp\u003eTo Escape or Avoid Something 21\u003c\/p\u003e \u003cp\u003eThe Bottom Line on Functional Behavioral Assessment 22\u003c\/p\u003e \u003cp\u003eOur Model of Intervention 22\u003c\/p\u003e \u003cp\u003eKey Points to Remember 23\u003c\/p\u003e \u003cp\u003eDiscussion Questions 24\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Two Social Skills Instruction\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Teaching Social Skills: The Basics 27\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTraditional Approaches to Social Skills Instruction 27\u003c\/p\u003e \u003cp\u003eA Three-Tiered Approach to Social Skills Instruction 28\u003c\/p\u003e \u003cp\u003eTypes of Social Skills Deficits 30\u003c\/p\u003e \u003cp\u003eSkill Deficits 30\u003c\/p\u003e \u003cp\u003ePerformance Deficits 30\u003c\/p\u003e \u003cp\u003eFluency Deficits 32\u003c\/p\u003e \u003cp\u003eSelf-Management: The Ultimate Goal 33\u003c\/p\u003e \u003cp\u003eKey Points to Remember 34\u003c\/p\u003e \u003cp\u003eDiscussion Questions and Activities 35\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Group Social Skills Instruction 36\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSchoolwide and Classwide Social Skills Instruction 36\u003c\/p\u003e \u003cp\u003eClass Meetings 37\u003c\/p\u003e \u003cp\u003eMini-Lessons 37\u003c\/p\u003e \u003cp\u003eFrequent Positive Feedback 37\u003c\/p\u003e \u003cp\u003eSchoolwide and Classwide Expectations or Rules 38\u003c\/p\u003e \u003cp\u003eSchoolwide and Classwide Routines 39\u003c\/p\u003e \u003cp\u003eImportant Schoolwide and Classwide Lessons 41\u003c\/p\u003e \u003cp\u003eSmall Group Social Skills Instruction 43\u003c\/p\u003e \u003cp\u003eChoosing Curricula: A Case Study 43\u003c\/p\u003e \u003cp\u003eKey Points to Remember 46\u003c\/p\u003e \u003cp\u003eDiscussion Questions and Activities 47\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Individualized Social Skills Instruction 57\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Behaviors Should Be Focused on During Individualized Instruction? 57\u003c\/p\u003e \u003cp\u003e‘‘So What?’’ Behavior 58\u003c\/p\u003e \u003cp\u003eIdentifying Replacement Behavior 60\u003c\/p\u003e \u003cp\u003eOther Target Behaviors 61\u003c\/p\u003e \u003cp\u003eWho Should Provide Individualized Instruction? 62\u003c\/p\u003e \u003cp\u003eWhen Should Individualized Instruction Take Place? 62\u003c\/p\u003e \u003cp\u003eEmbedded into Existing Structures and Therapies 62\u003c\/p\u003e \u003cp\u003eCheck-In 63\u003c\/p\u003e \u003cp\u003ePrecorrection 63\u003c\/p\u003e \u003cp\u003eBehavior Tutoring Sessions 63\u003c\/p\u003e \u003cp\u003eIncidental Teaching 63\u003c\/p\u003e \u003cp\u003eHow Should Individualized Instruction Be Delivered? 64\u003c\/p\u003e \u003cp\u003eVideo Modeling 64\u003c\/p\u003e \u003cp\u003eSocial Stories 64\u003c\/p\u003e \u003cp\u003eCommonly Overlooked Replacement Behaviors 65\u003c\/p\u003e \u003cp\u003eTaking Appropriate Breaks 65\u003c\/p\u003e \u003cp\u003eNegotiating Assignments 65\u003c\/p\u003e \u003cp\u003eKey Points to Remember 66\u003c\/p\u003e \u003cp\u003eDiscussion Questions and Activities 66\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Three Preventing Challenging Behavior\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Preventing Challenging Behavior: The Basics 71\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTargeting Setting Events and Triggering Antecedents 71\u003c\/p\u003e \u003cp\u003eIdentifying Sources of Frustration 72\u003c\/p\u003e \u003cp\u003eDeveloping a Positive Relationship 73\u003c\/p\u003e \u003cp\u003eBe Consistent 73\u003c\/p\u003e \u003cp\u003eDevelop a Partnership 74\u003c\/p\u003e \u003cp\u003eFocus on Frequent Positive Feedback 76\u003c\/p\u003e \u003cp\u003eKey Points to Remember 76\u003c\/p\u003e \u003cp\u003eDiscussion Questions 77\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Assisting with Executive Functioning Tasks 78\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eUsing Visual Supports 80\u003c\/p\u003e \u003cp\u003eOrganizational Helpers 81\u003c\/p\u003e \u003cp\u003eBehavior Prompts 81\u003c\/p\u003e \u003cp\u003eVisual Schedules 84\u003c\/p\u003e \u003cp\u003eTransition Helpers 85\u003c\/p\u003e \u003cp\u003eA Final Word About Visual Supports 88\u003c\/p\u003e \u003cp\u003eAssistance with Other Executive Functioning Skills 88\u003c\/p\u003e \u003cp\u003eBreaking Long Projects into Steps 88\u003c\/p\u003e \u003cp\u003eWaiting to Be Called On 89\u003c\/p\u003e \u003cp\u003eStaying on Task 90\u003c\/p\u003e \u003cp\u003eKey Points to Remember 93\u003c\/p\u003e \u003cp\u003eDiscussion Questions 94\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Providing Appropriate and Engaging Academic Instruction 99\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDifferentiated Instruction 100\u003c\/p\u003e \u003cp\u003eProviding Choices 101\u003c\/p\u003e \u003cp\u003eEmbedding Interests and Preferences 101\u003c\/p\u003e \u003cp\u003eWriting Strategies 102\u003c\/p\u003e \u003cp\u003eScheduling 107\u003c\/p\u003e \u003cp\u003eLearn How to Make a Table in a Word Processing Program 108\u003c\/p\u003e \u003cp\u003eSchedule Things That Are Absolutely Inflexible First 108\u003c\/p\u003e \u003cp\u003eSchedule the Major Core Academic Areas 109\u003c\/p\u003e \u003cp\u003eUse Paraprofessionals Wisely and Appropriately 109\u003c\/p\u003e \u003cp\u003eMake Sure You Get a Planning Time 111\u003c\/p\u003e \u003cp\u003eMaintaining Academic Engagement 112\u003c\/p\u003e \u003cp\u003eFailure Is Not an Option 112\u003c\/p\u003e \u003cp\u003eHonor Roll 113\u003c\/p\u003e \u003cp\u003eKey Points to Remember 113\u003c\/p\u003e \u003cp\u003eDiscussion Questions and Activities 114\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Four Reinforcing Desired Behavior\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Reinforcing Desired Behavior: The Basics 117\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eReinforcement Versus Rewards 117\u003c\/p\u003e \u003cp\u003eFocus on Common Unintentional Reinforcers: Attention and Escape 118\u003c\/p\u003e \u003cp\u003eReinforcement Versus Bribery 119\u003c\/p\u003e \u003cp\u003eHow to Determine What Is Reinforcing for Students 120\u003c\/p\u003e \u003cp\u003eInterviews and Surveys 120\u003c\/p\u003e \u003cp\u003eObservations 120\u003c\/p\u003e \u003cp\u003eReinforcement Journals 121\u003c\/p\u003e \u003cp\u003eReinforcement Menus 121\u003c\/p\u003e \u003cp\u003eReinforcement Schedules: Determining How Much and How Often 123\u003c\/p\u003e \u003cp\u003eDifferential Reinforcement of Zero Rates of Behavior 126\u003c\/p\u003e \u003cp\u003eDifferential Reinforcement of Lower Rates of Behavior 127\u003c\/p\u003e \u003cp\u003eDifferential Reinforcement of Incompatible Behavior 127\u003c\/p\u003e \u003cp\u003eOther Issues Surrounding Reinforcement 128\u003c\/p\u003e \u003cp\u003eSetting Appropriate Criteria 128\u003c\/p\u003e \u003cp\u003ePairing Educators and School with Reinforcers 129\u003c\/p\u003e \u003cp\u003eDeprivation 129\u003c\/p\u003e \u003cp\u003eTeaching Peers to Reinforce Appropriately 130\u003c\/p\u003e \u003cp\u003eKey Points to Remember 130\u003c\/p\u003e \u003cp\u003eDiscussion Questions and Activities 131\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Group Reinforcement Systems 132\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eInterdependent Group-Oriented Contingencies 132\u003c\/p\u003e \u003cp\u003eStudent Teams 133\u003c\/p\u003e \u003cp\u003eInterdependent Group-Oriented Contingency Games 134\u003c\/p\u003e \u003cp\u003eThe Classwide Peer-Assisted Self-Management (CWPASM) Program 135\u003c\/p\u003e \u003cp\u003eIndependent Group-Oriented Contingencies 136\u003c\/p\u003e \u003cp\u003eLottery Systems 137\u003c\/p\u003e \u003cp\u003eToken Economies 137\u003c\/p\u003e \u003cp\u003eThe Importance of Tier 1 Reinforcement 138\u003c\/p\u003e \u003cp\u003eKey Points to Remember 138\u003c\/p\u003e \u003cp\u003eDiscussion Questions and Activities 139\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Individual Reinforcement Systems 140\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTarget Behavior Sheets 140\u003c\/p\u003e \u003cp\u003eUse Positive Language 141\u003c\/p\u003e \u003cp\u003eLimit the Number of Skills 141\u003c\/p\u003e \u003cp\u003eIndividualize the Target Skills 144\u003c\/p\u003e \u003cp\u003eBe Specific 144\u003c\/p\u003e \u003cp\u003eEmbed Visual Supports and Special Interests 146\u003c\/p\u003e \u003cp\u003ePartner with the Student to Help Develop 146\u003c\/p\u003e \u003cp\u003eSet Realistic Criteria 146\u003c\/p\u003e \u003cp\u003eLet Students Keep Their Sheet with Them (If They Wish) 146\u003c\/p\u003e \u003cp\u003eReview Regularly with the Student 147\u003c\/p\u003e \u003cp\u003eUse Turnaround Points 147\u003c\/p\u003e \u003cp\u003eUse Bonus Points 147\u003c\/p\u003e \u003cp\u003eAllow Students to Self-Monitor When Ready 148\u003c\/p\u003e \u003cp\u003eCommunicate to Parents What Constitutes a Successful Day 148\u003c\/p\u003e \u003cp\u003eDependent Group-Oriented Contingency 150\u003c\/p\u003e \u003cp\u003eLevel Systems 150\u003c\/p\u003e \u003cp\u003eStructured Behavioral Skills Program: Daily Level System 151\u003c\/p\u003e \u003cp\u003eClimbing the Ladder of Success 152\u003c\/p\u003e \u003cp\u003eA Warning About Using Point and Level Systems 154\u003c\/p\u003e \u003cp\u003eToken Boards 154\u003c\/p\u003e \u003cp\u003eContracts 155\u003c\/p\u003e \u003cp\u003ePunch Cards 158\u003c\/p\u003e \u003cp\u003ePositive Attention Trackers 158\u003c\/p\u003e \u003cp\u003eKey Points to Remember 160\u003c\/p\u003e \u003cp\u003eDiscussion Questions and Activities 161\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Five Using Undesirable Consequences\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Using Undesirable Consequences: The Basics 165\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eProblems with Punishment 165\u003c\/p\u003e \u003cp\u003ePunishment Does Not Work in the Long Term 166\u003c\/p\u003e \u003cp\u003ePunishment Does Not Teach the Student What to Do Instead 166\u003c\/p\u003e \u003cp\u003ePunishment Encourages Negative Attitudes Toward School and Educators 166\u003c\/p\u003e \u003cp\u003ePunishment Reduces Motivation to Learn Other Techniques 166\u003c\/p\u003e \u003cp\u003eNatural and Logical Undesirable Consequences 167\u003c\/p\u003e \u003cp\u003eNatural Undesirable Consequences 167\u003c\/p\u003e \u003cp\u003eLogical Undesirable Consequences 169\u003c\/p\u003e \u003cp\u003eThe Three R’s of Logical Consequences 169\u003c\/p\u003e \u003cp\u003eRelated 169\u003c\/p\u003e \u003cp\u003eReasonable 170\u003c\/p\u003e \u003cp\u003eRespectful 170\u003c\/p\u003e \u003cp\u003ePunishment Versus Logical Consequences 171\u003c\/p\u003e \u003cp\u003eKey Points to Remember 172\u003c\/p\u003e \u003cp\u003eDiscussion Questions and Activities 173\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Common Logical Undesirable Consequences 174\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCommon Undesirable Consequences Continuum 175\u003c\/p\u003e \u003cp\u003eThree Strikes 175\u003c\/p\u003e \u003cp\u003eResponse Cost or Fines 176\u003c\/p\u003e \u003cp\u003eWasted Time 176\u003c\/p\u003e \u003cp\u003eBehavior Tutoring 177\u003c\/p\u003e \u003cp\u003eThink Time 178\u003c\/p\u003e \u003cp\u003eThe Importance of Problem Solving 178\u003c\/p\u003e \u003cp\u003eConsequence Maps 179\u003c\/p\u003e \u003cp\u003eAlternatives to Out-of-School Suspension 181\u003c\/p\u003e \u003cp\u003eIn-School Suspension 184\u003c\/p\u003e \u003cp\u003eRed Schedule 184\u003c\/p\u003e \u003cp\u003eAdvantages of Alternatives to Out-of-School Suspension 187\u003c\/p\u003e \u003cp\u003eKey Points to Remember 188\u003c\/p\u003e \u003cp\u003eDiscussion Questions and Activities 189\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Six Putting It All Together\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Conducting Effective and Efficient Functional Behavioral Assessments 193\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eStep One: Operationally Define the Problem and Replacement Behaviors 195\u003c\/p\u003e \u003cp\u003eStep Two: Collect Information 195\u003c\/p\u003e \u003cp\u003eHow Much Information Is Needed? 195\u003c\/p\u003e \u003cp\u003eHow Do I Collect the Data? 197\u003c\/p\u003e \u003cp\u003eStep Three: Develop Hypotheses About Why the Problem Behavior Is Occurring 199\u003c\/p\u003e \u003cp\u003eKey Points to Remember 202\u003c\/p\u003e \u003cp\u003eDiscussion Questions and Activities 203\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 Designing and Implementing Effective and Efficient Behavior Intervention Plans 204\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eStep 4: Design a Behavior Intervention Plan Based on the Functional Behavioral Assessment 204\u003c\/p\u003e \u003cp\u003eStep Five: Monitor and Adjust the Behavior Intervention Plan as Needed 205\u003c\/p\u003e \u003cp\u003eWas the Plan Implemented as Written? 205\u003c\/p\u003e \u003cp\u003eDid Behavior Improve, and Was This Improvement Maintained over Time? 206\u003c\/p\u003e \u003cp\u003eKey Points to Remember 209\u003c\/p\u003e \u003cp\u003eDiscussion Question 209\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 Example Success Stories 210\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eExample 1: Joey 211\u003c\/p\u003e \u003cp\u003eFunctional Behavioral Assessment Worksheet 211\u003c\/p\u003e \u003cp\u003eBehavior Intervention Plan Worksheet 212\u003c\/p\u003e \u003cp\u003eJoey’s Safe Note for Home 214\u003c\/p\u003e \u003cp\u003eJoey’s Target Token Board (Front) 214\u003c\/p\u003e \u003cp\u003eJoey’s Target Token Board (Back) 215\u003c\/p\u003e \u003cp\u003eJoey’s Fidelity Checklist 216\u003c\/p\u003e \u003cp\u003eJoey’s Data Sheet 217\u003c\/p\u003e \u003cp\u003eJoey’s Data Graphs 217\u003c\/p\u003e \u003cp\u003eExample 2: Susan 218\u003c\/p\u003e \u003cp\u003eFunctional Behavioral Assessment Worksheet 218\u003c\/p\u003e \u003cp\u003eBehavior Intervention Plan Worksheet 220\u003c\/p\u003e \u003cp\u003eSusan’s Self-Monitoring Target Behavior Sheet 223\u003c\/p\u003e \u003cp\u003eSusan’s Reinforcement Menu 224\u003c\/p\u003e \u003cp\u003eSusan’s Consequence Map 225\u003c\/p\u003e \u003cp\u003eSusan’s Target Skill Progress Computation Sheet 225\u003c\/p\u003e \u003cp\u003eSusan’s Fidelity Checklist 226\u003c\/p\u003e \u003cp\u003eSusan’s Data Graphs 227\u003c\/p\u003e \u003cp\u003eExample 3: Taylor 228\u003c\/p\u003e \u003cp\u003eFunctional Behavioral Assessment Worksheet 228\u003c\/p\u003e \u003cp\u003eBehavior Intervention Plan Worksheet 230\u003c\/p\u003e \u003cp\u003eTaylor’s Stoplight 233\u003c\/p\u003e \u003cp\u003eTaylor’s Tower of Success 234\u003c\/p\u003e \u003cp\u003eTaylor’s Data Sheet 235\u003c\/p\u003e \u003cp\u003eTaylor’s Fidelity Checklist 235\u003c\/p\u003e \u003cp\u003eTaylor’s Data Graphs 236\u003c\/p\u003e \u003cp\u003eExample 4: Malik 237\u003c\/p\u003e \u003cp\u003eFunctional Behavioral Assessment Worksheet 237\u003c\/p\u003e \u003cp\u003eBehavior Intervention Plan Worksheet 238\u003c\/p\u003e \u003cp\u003eMalik’s Data Sheet 241\u003c\/p\u003e \u003cp\u003eMalik’s Consequence Map 242\u003c\/p\u003e \u003cp\u003eMalik’s Fidelity Checklist 243\u003c\/p\u003e \u003cp\u003eMalik’s Data Graphs 243\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Seven What About Dangerous Behavior? Managing Crises\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17 Intervening During the Escalation Cycle 247\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eStage One 248\u003c\/p\u003e \u003cp\u003eStage Two 248\u003c\/p\u003e \u003cp\u003eStage Three 249\u003c\/p\u003e \u003cp\u003eStage Four 250\u003c\/p\u003e \u003cp\u003eStage Five 250\u003c\/p\u003e \u003cp\u003eStage Six 251\u003c\/p\u003e \u003cp\u003eKey Points to Remember 253\u003c\/p\u003e \u003cp\u003eDiscussion Questions and Activities 254\u003c\/p\u003e \u003cp\u003e\u003cb\u003e18 Physical Restraint and Seclusion 255\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDefinitions 256\u003c\/p\u003e \u003cp\u003eHistorical Overview 256\u003c\/p\u003e \u003cp\u003eRoots of the Problem 257\u003c\/p\u003e \u003cp\u003eCurrent School Culture 257\u003c\/p\u003e \u003cp\u003eLack of Regulation 257\u003c\/p\u003e \u003cp\u003eLack of Training 258\u003c\/p\u003e \u003cp\u003eLack of Research 259\u003c\/p\u003e \u003cp\u003eConcern About Increase of More Aversive Options 259\u003c\/p\u003e \u003cp\u003eLack of Options 259\u003c\/p\u003e \u003cp\u003eWhat Can Educators Do? 260\u003c\/p\u003e \u003cp\u003eBe Informed 260\u003c\/p\u003e \u003cp\u003eProvide or Ask for Training 260\u003c\/p\u003e \u003cp\u003eCommit to Positive Behavior Support in Philosophy and Practice 262\u003c\/p\u003e \u003cp\u003eMonitor Use of Restraint and Seclusion 262\u003c\/p\u003e \u003cp\u003eKey Points to Remember 262\u003c\/p\u003e \u003cp\u003eDiscussion Questions and Activities 265\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Eight Reproducible Tools\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1 Positive-to-Negative Ratio Data Sheet 268\u003c\/p\u003e \u003cp\u003e2 Break Pass 269\u003c\/p\u003e \u003cp\u003e3 Countdown Strips 270\u003c\/p\u003e \u003cp\u003e4 Chart Moves Frame 271\u003c\/p\u003e \u003cp\u003e5 Peer Comparison Direct Observation Form 272\u003c\/p\u003e \u003cp\u003e6 Consequence Map Template 273\u003c\/p\u003e \u003cp\u003e7 If-Then Chart Template 274\u003c\/p\u003e \u003cp\u003e8 Notes Template for Functional Behavioral Assessment 275\u003c\/p\u003e \u003cp\u003e9 Functional Behavioral Assessment Summary Worksheet 276\u003c\/p\u003e \u003cp\u003e10 Behavior Intervention Plan Worksheet 278\u003c\/p\u003e \u003cp\u003eGlossary 281\u003c\/p\u003e \u003cp\u003eNotes 287\u003c\/p\u003e \u003cp\u003eReferences 293\u003c\/p\u003e \u003cp\u003eIndex 299\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":49402344898903,"sku":"9780470505168","price":21.6,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780470505168.jpg?v=1730480135","url":"https:\/\/bookcurl.com\/products\/how-to-reach-and-teach-children-with-challenging-behavior-k8-9780470505168","provider":"Book Curl","version":"1.0","type":"link"}