This comprehensive guide offers simple and effective strategies for supporting and improving the classroom behavior of all your students, including those with intensive behavior support needs.
This comprehensive guide offers simple and effective strategies for supporting and improving the classroom behavior of all your students, including those with intensive behavior support needs.
Lauren W. Collins, Ph.D., is an associate professor of special education at San Diego State University. Her work focuses on the dissemination of practical, evidence-based strategies for students with disabilities, with an emphasis on early literacy and behavioral interventions. Timothy J. Landrum, Ph.D., is a professor of special education at the University of Louisville. He is a leading scholar in the field of emotional and behavioral disorders who specializes in the translation of research into practice. Chris A. Sweigart, Ph.D., is a special education consultant in Kentucky and the creator of Limened, a website for teachers to support students with a variety of challenges.
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Introduction 1. Behavioral Interventions and Student-Teacher Relationships Part I: Teaching Behavior 2. Establishing Expectations 3. Explicit Instruction Part II: Encouraging Appropriate Behavior 4. Positive Greetings at the Door 5. Behavioral Momentum 6. Instructional Choice 7. Increasing Opportunities to Respond 8. Precorrection 9. Precision Requests Part III: Maintaining Appropriate Behavior 10. Behavior Specific Praise 11. Token Economies 12. Positive Group Contingencies Part IV: Responding to Intensive Behavior Support Needs 13. Differential Reinforcement 14. Check-In Check-Out 15. Behavior Contracts 16. Informal Functional Behavioral Assessment Closing Thoughts 17. Closing Thoughts
