<ul>
 <li>
 <div style="MARGIN: 0px">Chapter 1 Introduction to a Prevention-Focused Model of Behavior Support</div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 2 Understanding Behavior</div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 3 Overview of a Functional Approach to Intervention</div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 4 Measuring Behavior in the School</div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 5 Using Data to Make Instructional Decisions</div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 6 A Function-Based Perspective of Classroom Management&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 7 Effective Instruction for Behavior </div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 8 Antecedent Interventions in the Classroom</div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 9 Using Consequences to Encourage Student Behavior in the Classroom</div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 10 Designing Individualized Instructional Strategies</div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 11 Creating Environments That Predict Individual Student Success</div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 12 Strategies for Responding to Individual Success: Reinforcement</div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 13 Strategies for Responding to Individual Misbehavior: Punishment Issues</div>
 </li>
 <li>
 <div style="MARGIN: 0px">Chapter 14 Behavior Support Plans</div>
 </li>
 <li>
 <div style="MARGIN: 0px">Appendix A&ndash;Behavior Support Plan Template</div>
 </li>
 <li>
 <div style="MARGIN: 0px">Name Index</div>
 </li>
 <li>
 <div style="MARGIN: 0px">Subject Index</div>
 </li>
</ul>

Chapter 1 Introduction to a Prevention-Focused Model of Behavior Support Discipline Problems in the School &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The &ldquo;Causes&rdquo; of Misbehavior &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Summary Proactive Management &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Preventing Failure by Promoting Success Prevention and the Academic-Social Behavior Connection A Three-Tiered Approach to Proactive Management Chapter Review &nbsp; Chapter 2 Understanding Behavior A Functional Approach Assumptions of a Functional Model &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Behavior Is Learned &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Behavior Is Lawful &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Behavior Can Be Changed Applying the Functional Model to Student Behavior Define What the Person Says or Does Identify Key Features of the Environment &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Antecedent Events &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Consequences Chapter Review &nbsp; Chapter 3 Overview of a Functional Approach to Intervention &nbsp;Assessment from a Functional Perspective &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Function of Behavior Functional Behavior Assessment &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Step 1: Defining Behavior &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Step 2: Assess Predictable Patterns &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Step 3: Developing a Hypothesis About the Function of Behavior &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Conducting an FBA Summary: Understanding Behavior Through a Functional Behavior Assessment Chapter Review &nbsp; Chapter 4 Measuring Behavior in the School &nbsp;Defining Behavior &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Dimensions of Behavior Measurement Process &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Step 1: Determine What to Monitor &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Step 2: Determine the Simplest Way to Collect Data &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Step 3: Monitor Behavior in a Consistent Manner &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Step 4: Use Data to Evaluate and Make Decisions Behavior Monitoring Methods &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Event-Based Recording &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Time-Based Recording Decision Model Chapter Review &nbsp; Chapter 5 Using Data to Make Instructional Decisions &nbsp;Scope and Sequence: What Should Be Taught First, Second. . .? &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Performing a Task Analysis: How Is It Done? Goals and Objectives: Plans for Teaching and Evaluation &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Educational Goal Statement &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Instructional Objectives Writing Instructional Objectives: Process Evaluating Instruction &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Graphing Behavior: Visual Representations of Performance Evaluating Performance &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Aim Lines &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Trend Lines Data-Based Decision Making &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Determining Effectiveness of the Plan Decisions: Successful Performance Chapter Review &nbsp; &nbsp;Chapter 6 A Function-Based Perspective of Classroom Management&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;Rationale for Assessing a Classroom &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Matching the Intervention to the Classroom &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Emphasizing Educative Behavior Management &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Conducting a Functional Behavior Assessment of the Classroom &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Focus on Functional Routines &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Using a Scatter Plot to Identify Problematic Routines Antecedents and Consequences &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Antecedent Variables Setting Events and Contextual Variables Affecting Behavior in the Classroom Activities as Possible Setting Events Discriminative Stimuli Identifying Cues for Appropriate Behavior Consequences &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Consequences for Inappropriate Behavior &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; What Consequences Follow Problem Behavior? &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Which Consequences Are Reinforcing the Behavior? &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Consequences for Appropriate Behavior Summary Chapter Review Appendix A&ndash;Functional Assessment for Classroom Environments Template Appendix B&ndash;Functional Assessment for Classroom Environments Example &nbsp; Chapter 7 Effective Instruction for Behavior The Importance of Instruction &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Instruction = Maximizing Success Rates &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The Academic-Behavior Connection Key Features of Effective Instruction&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Effective Instruction for Behavior &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Facilitating Instruction &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Considerations Chapter Review &nbsp;&nbsp; Chapter 8 Antecedent Interventions in the Classroom Changing Setting Events to Improve Student Behavior Changing the Physical Layout of the Room Defining and Teaching Expected Behavior Structure of Routines Supervision Style Activities That Occur Before or After Class Manipulating the Effects of Discriminative Stimuli Summary Chapter Review &nbsp; Chapter 9 Using Consequences to Encourage Student Behavior in the Classroom Teachers&rsquo; Objections to Reinforcement Positive Reinforcement Negative Reinforcement Acknowledging Appropriate Behavior &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Attention as a Reinforcer Activity Reinforcers Tangible Reinforcers Whole-Class Formal Acknowledgment Systems &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The Good Behavior Game Teachers Need Reinforcement Too Chapter Review &nbsp; Chapter 10 Designing Individualized Instructional Strategies Replacement Behaviors &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Instruction Errorless Learning &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Shaping &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Chaining Instructional Manipulations &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Modeling &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Provide Opportunities to Respond&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; Manipulate Task Difficulty &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Constant Time Delay &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Guided Practice Chapter Review &nbsp; Chapter 11 Creating Environments That Predict Individual Student Success &nbsp;Antecedent Interventions &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Teacher/Student Relationships &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Consistent Routines and Physical Arrangement &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Prompts and Cues &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Antecedent Compliance Strategies &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Maintenance and Generalization Chapter Review &nbsp; Chapter 12 Strategies for Responding to Individual Success: Reinforcement &nbsp;Choosing Behaviors to Reinforce &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Identifying the Reinforcers (What?) &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Using Reinforcers (How?) &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Token Economies &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Behavior Contracts &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Schedules of Reinforcement (When?) &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Tracking Progress (Is the Reinforcement Working?) Summary Chapter Review &nbsp; Chapter 13 Strategies for Responding to Individual Misbehavior: Punishment Issues &nbsp;Punishment Issues Punishment Strategies &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Verbal and Nonverbal Reprimand &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Negative Punishment &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Response Cost &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Positive Punishment Chapter Review &nbsp; Chapter 14 Behavior Support Plans &nbsp;Rationale for Behavior Support Plans Key Components of Behavior Support Plans Practices: Key Features of the Intervention &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Antecedent Interventions &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Desired Behaviors &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Skill Building &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Reinforcement &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Minimizing Reinforcement &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Safety Plan Systems for Implementation Data to Guide Decision-Making Putting It All in Place: The Process of Support Planning Behavior Support Teams: Who Is Involved? &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Facilitating Support Planning Chapter Review Appendix A&ndash;Behavior Support Plan Template &nbsp; Name Index Subject Index

Chapter 1Introduction to a Prevention-Focused Model of Behavior SupportDiscipline Problems in the SchoolThe &ldquo;Causes&rdquo; of Misbehavior SummaryProactive ManagementPreventing Failure by Promoting SuccessPrevention and the Academic-Social Behavior ConnectionA Three-Tiered Approach to Proactive ManagementChapter ReviewChapter 2Understanding BehaviorA Functional ApproachAssumptions of a Functional ModelBehavior Is Learned Behavior Is Lawful Behavior Can Be ChangedApplying the Functional Model to Student BehaviorDefine What the Person Says or DoesIdentify Key Features of the EnvironmentAntecedent Events ConsequencesChapter ReviewChapter 3Overview of a Functional Approach to Intervention Assessment from a Functional PerspectiveFunction of BehaviorFunctional Behavior AssessmentStep 1: Defining Behavior Step 2: Assess Predictable Patterns Step 3: Developing a Hypothesis About the Function of Behavior Conducting an FBASummary: Understanding Behavior Through a Functional Behavior AssessmentChapter ReviewChapter 4Measuring Behavior in the School Defining Behavior Dimensions of BehaviorMeasurement Process Step 1: Determine What to Monitor Step 2: Determine the Simplest Way to Collect Data Step 3: Monitor Behavior in a Consistent Manner Step 4: Use Data to Evaluate and Make DecisionsBehavior Monitoring Methods Event-Based Recording Time-Based RecordingDecision ModelChapter ReviewChapter 5Using Data to Make Instructional Decisions Scope and Sequence: What Should Be Taught First, Second. . .? Performing a Task Analysis: How Is It Done?Goals and Objectives: Plans for Teaching and Evaluation Educational Goal Statement Instructional ObjectivesWriting Instructional Objectives: ProcessEvaluating Instruction Graphing Behavior: Visual Representations of PerformanceEvaluating Performance Aim Lines Trend LinesData-Based Decision Making Determining Effectiveness of the PlanDecisions: Successful PerformanceChapter Review Chapter 6A Function-Based Perspective of Classroom Management Rationale for Assessing a Classroom Matching the Intervention to the Classroom Emphasizing Educative Behavior Management Conducting a Functional Behavior Assessment of the Classroom Focus on Functional Routines Using a Scatter Plot to Identify Problematic RoutinesAntecedents and Consequences Antecedent VariablesSetting Events and Contextual Variables Affecting Behavior in the ClassroomActivities as Possible Setting EventsDiscriminative StimuliIdentifying Cues for Appropriate BehaviorConsequences Consequences for Inappropriate Behavior What Consequences Follow Problem Behavior? Which Consequences Are Reinforcing the Behavior? Consequences for Appropriate BehaviorSummaryChapter ReviewAppendix A&ndash;Functional Assessment for Classroom Environments TemplateAppendix B&ndash;Functional Assessment for Classroom Environments ExampleChapter 7Effective Instruction for Behavior The Importance of Instruction Instruction = Maximizing Success Rates The Academic-Behavior ConnectionKey Features of Effective Instruction Effective Instruction for Behavior Facilitating Instruction ConsiderationsChapter ReviewChapter 8Antecedent Interventions in the ClassroomChanging Setting Events to Improve Student BehaviorChanging the Physical Layout of the RoomDefining and Teaching Expected BehaviorStructure of RoutinesSupervision StyleActivities That Occur Before or After ClassManipulating the Effects of Discriminative StimuliSummaryChapter ReviewChapter 9Using Consequences to Encourage Student Behavior in the ClassroomTeachers&rsquo; Objections to ReinforcementPositive ReinforcementNegative ReinforcementAcknowledging Appropriate Behavior Attention as a ReinforcerActivity ReinforcersTangible ReinforcersWhole-Class Formal Acknowledgment Systems The Good Behavior GameTeachers Need Reinforcement TooChapter ReviewChapter 10Designing Individualized Instructional StrategiesReplacement Behaviors InstructionErrorless Learning Shaping ChainingInstructional Manipulations Modeling Provide Opportunities to Respond Manipulate Task Difficulty Constant Time Delay Guided PracticeChapter ReviewChapter 11Creating Environments That Predict Individual Student Success Antecedent Interventions Teacher/Student Relationships Consistent Routines and Physical Arrangement Prompts and Cues Antecedent Compliance Strategies Maintenance and GeneralizationChapter ReviewChapter 12Strategies for Responding to Individual Success: Reinforcement Choosing Behaviors to Reinforce Identifying the Reinforcers (What?) Using Reinforcers (How?) Token Economies Behavior Contracts Schedules of Reinforcement (When?) Tracking Progress (Is the Reinforcement Working?)SummaryChapter ReviewChapter 13Strategies for Responding to Individual Misbehavior: Punishment Issues Punishment IssuesPunishment Strategies Verbal and Nonverbal Reprimand Negative Punishment Response Cost Positive PunishmentChapter ReviewChapter 14Behavior Support Plans Rationale for Behavior Support PlansKey Components of Behavior Support PlansPractices: Key Features of the Intervention Antecedent Interventions Desired Behaviors Skill Building Reinforcement Minimizing Reinforcement Safety PlanSystems for ImplementationData to Guide Decision-MakingPutting It All in Place: The Process of Support PlanningBehavior Support Teams: Who Is Involved? Facilitating Support PlanningChapter ReviewAppendix A&ndash;Behavior Support Plan TemplateName IndexSubject Index

Terrance M. Scott

Cynthia M. Anderson

Peter Alter

Managing Classroom Behavior Using Positive Behavior Supports

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Managing Classroom Behavior Using Positive Behavior Supports, 1st edition