{"product_id":"the-behavior-code-companion-strategies-tools-and-interventions-for-supporting-students-with-anxiety-related-or-oppositional-behaviors-9781612507514","title":"The Behavior Code Companion: Strategies, Tools,","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eSince its publication in 2012, \u003cem\u003eThe Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students\u003c\/em\u003e has helped countless classroom teachers, special educators, and others implement an effective, new approach to teaching focused on skill-building, practical interventions, and purposeful, positive interactions with students who have mental health disorders.\u003cbr\u003e\u003cbr\u003eBased on the success of the previous book, author Jessica Minahan has written this companion guide for educatorsseeking additional guidance for creating and implementing successful behavior intervention plans (“FAIR Plans”) for the students teachers worry about the most: those with anxiety-related or oppositional behaviors.\u003cbr\u003e\u003cbr\u003eMinahan takes readers step-by-step through the process of understanding and practicing the components of a FAIR behavior intervention plan so that they or a team can immediately customize it and put it to work in classrooms. Additional tips on creating interventions, as well as checklists to help with implementation and monitoring progress, are also included.\u003cbr\u003e\u003cbr\u003ePacked with brainstorming and reflection exercises, planning activities, templates, case studies, recommended apps, and other technology resources, \u003cem\u003eThe Behavior Code Companion\u003c\/em\u003e will help educators create optimal classroom environments for all students.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eCONTENTS\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eIntroduction\u003c\/b\u003e 1\u003cbr\u003e\u003cbr\u003e CHAPTER 1\u003cbr\u003e\u003cb\u003eCracking the Code\u003c\/b\u003e 7\u003cbr\u003e\u003ci\u003e\u003cb\u003eEmbracing a New Perspective on Behavior\u003c\/b\u003e\u003c\/i\u003e\u003cul\u003e\n\u003cli\u003e\n\u003ci\u003eREFLECT\u003c\/i\u003e: How Do You Think About Behavior? 10\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003eREFLECT\u003c\/i\u003e: Examining Your Assumptions 12\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003eCASE STUDY\u003c\/i\u003e: Julian, a Student with Anxiety 13\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003eCASE STUDY\u003c\/i\u003e: Malik, a Student with Anxiety 15\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003ePRACTICE\u003c\/i\u003e: Reframing Our Understanding of Behavior 17\u003c\/li\u003e\n\u003c\/ul\u003eCHAPTER 2\u003cbr\u003e\u003cb\u003eThe FAIR Behavior Intervention Plan \u003c\/b\u003e19\u003cbr\u003e\u003cb\u003e\u003ci\u003ePracticing the Fundamentals\u003c\/i\u003e\u003c\/b\u003e\u003cul\u003e\n\u003cli\u003e\n\u003ci\u003ePRACTICE\u003c\/i\u003e: Functional Communication 23\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003ePRACTICE\u003c\/i\u003e: Replacement Behavior 24\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003ePRACTICE\u003c\/i\u003e: Writing Target Behaviors 28\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003ePRACTICE\u003c\/i\u003e: Analyzing Stan's ABC Notes 31\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003ePRACTICE\u003c\/i\u003e: Analyzing Juanita's ABC Notes 33\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003ePRACTICE\u003c\/i\u003e: Analyzing Raul's ABC Notes 35\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003ePRACTICE\u003c\/i\u003e: Analyzing ABC Notes for Your Students 37\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003ePRACTICE\u003c\/i\u003e: Structured ABC Data Sheet 38\u003c\/li\u003e\n\u003c\/ul\u003eCHAPTER 3\u003cbr\u003e\u003cb\u003eKey Interventions for Successfully Supporting Students \u003c\/b\u003e41\u003cul\u003e\n\u003cli\u003e\n\u003ci\u003eREFLECT\u003c\/i\u003e: Supporting Student Work Initiation 47\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003eREFLECT\u003c\/i\u003e: Transitions and Your Students 49\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003eCASE\u003c\/i\u003e\u003ci\u003eSTUDY\u003c\/i\u003e: Xavier, a Fourth-Grade Student 53\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003eCASE\u003c\/i\u003e\u003ci\u003eSTUDY\u003c\/i\u003e: Trevor, a First-Grade Student 54\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003ePRACTICE\u003c\/i\u003e: Making a Transition Support Plan 55\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003eREFLECT\u003c\/i\u003e: Evaluating Breaks in Your Classroom 59\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003ePRACTICE\u003c\/i\u003e: Brainstorming Breaks 62\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003ePRACTICE\u003c\/i\u003e: Evaluating Break Data 64\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003eREFLECT\u003c\/i\u003e: Finding Islands of Competence 68\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003ePRACTICE\u003c\/i\u003e: Planning Islands of Competence 71\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003ePRACTICE\u003c\/i\u003e: Brainstorming Barriers to Alternative Lunches 71\u003c\/li\u003e\n\u003c\/ul\u003eCHAPTER 4\u003cbr\u003e\u003cb\u003e\"Get Away From Me!\" \u003c\/b\u003e73\u003cbr\u003e\u003cb\u003e\u003ci\u003eStrategies and Interventions for Students with Anxiety-Related Behaviors \u003c\/i\u003e\u003c\/b\u003e\u003cul\u003e\n\u003cli\u003e\n\u003ci\u003eCASE STUDY\u003c\/i\u003e: Analyzing Harry’s Behavior Plan 78\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003eCASE\u003c\/i\u003e\u003ci\u003eSTUDY\u003c\/i\u003e: Analyzing Chandra’s Behavior Plan 80\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003eREFLECT\u003c\/i\u003e: Analyzing Your Student's Behavior Plan 82\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003ePRACTICE\u003c\/i\u003e: Creating a Writing Checklist 87\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003ePRACTICE\u003c\/i\u003e: Creating a \"How I Feel About Writing\" Sheet 88\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003eREFLECT\u003c\/i\u003e: Prioritizing Skills and Strategies 91\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003ePRACTICE\u003c\/i\u003e: Creating a Visual Self-Regulation Sheet 99\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003eREFLECT\u003c\/i\u003e: Planning a Check-In 104\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003eREFLECT\u003c\/i\u003e: Creating Check-In and Check-Out Sheets 106\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003eCASE\u003c\/i\u003e\u003ci\u003eSTUDIES\u003c\/i\u003e: Catching It Early with Sophia and Sam 109\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003eCASE STUDY\u003c\/i\u003e: Prioritizing Strategies for Omar 113\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003eCASE\u003c\/i\u003e\u003ci\u003eSTUDY\u003c\/i\u003e: Prioritizing Strategies for Stacey 113\u003c\/li\u003e\n\u003c\/ul\u003eCHAPTER 6\u003cbr\u003e\u003cb\u003eCreating FAIR Behavior Intervention Plans \u003c\/b\u003e147\u003cul\u003e\n\u003cli\u003e\n\u003ci\u003eCASE STUDY\u003c\/i\u003e: Aton, Grade 3 151\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003eCASE STUDY\u003c\/i\u003e: Devan, Grade 6 154\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003eCASE STUDY\u003c\/i\u003e: Angela, Grade K 157\u003c\/li\u003e\n\u003c\/ul\u003eCHAPTER 7\u003cbr\u003e\u003cb\u003eTools for Monitoring Progress and Implementation \u003c\/b\u003e161\u003cul\u003e\n\u003cli\u003e\n\u003ci\u003eREFLECT\u003c\/i\u003e: Creating Data Sheets for Your Student 165\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003ePRACTICE\u003c\/i\u003e: Making an Implementation Checklist 177\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003ePRACTICE\u003c\/i\u003e: Putting It All Together 178\u003c\/li\u003e\n\u003c\/ul\u003eAPPENDIX A\u003cbr\u003e\u003cb\u003eIndividualized Education Program Goals and Objectives \u003c\/b\u003e183\u003cbr\u003e\u003cbr\u003e APPENDIX B\u003cbr\u003e\u003cb\u003eProtocols: Safety, Bolting, Threat, and Self-Harm\u003c\/b\u003e 187\u003cbr\u003e\u003cbr\u003e APPENDIX C\u003cbr\u003e\u003cb\u003eHelpful Apps \u003c\/b\u003e207\u003cbr\u003e\u003cbr\u003e APPENDIX D\u003cbr\u003e\u003cb\u003eFAIR Behavior Intervention Plan Template \u003c\/b\u003e217\u003cbr\u003e\u003cbr\u003e APPENDIX E\u003cbr\u003e\u003cb\u003eUpdated FAIR Behavior Intervention Plan for Students with Anxiety-Related Behavior\u003c\/b\u003e 221\u003cbr\u003e\u003cbr\u003e APPENDIX F\u003cbr\u003e\u003cb\u003eUpdated FAIR Behavior Intervention Plan for Students with Oppositional Behavior \u003c\/b\u003e227\u003cbr\u003e\u003cbr\u003e APPENDIX G\u003cbr\u003e\u003cb\u003eAnswer Key\u003c\/b\u003e 235\u003cbr\u003e\u003cbr\u003e\u003cb\u003eNotes\u003c\/b\u003e 255\u003cbr\u003e\u003cb\u003eAcknowledgments\u003c\/b\u003e 259\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e 261\u003cbr\u003e\u003cb\u003eIndex\u003c\/b\u003e 263\u003cbr\u003e","brand":"Harvard Educational Publishing Group","offers":[{"title":"Default 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