Table of Contents

Chapter 1: Behavior and Classroom Management Basics
Foundations of Behavior Management
Developmental Theories of Behavior
Understanding Behavior Management
Cultural Influence on Behavior
Goals of Behavior and Classroom Management
Chapter 2: Legal Issues of Behavior and Classroom Management
Responsibilities of Teachers
Legislation Affecting Behavior and Classroom Management
Chapter 3: Collaborating with Parents and Families
Understanding Today’s Family
Establishing Relationships with Families
A Family Systems Model
Family Involvement and Engagement
Working with Diverse Families
Family Involvement in Academic Optimism
Standards for Family Relationships
Chapter 4: Role of the Teacher
Responsibility of the Professional Teacher
Ethical Considerations
Professional Self-Esteem of the Teacher
Chapter 5: The Learning Environment
Physical Setup of the Classroom
Rules and Routines
Schedules and Transitions
Behavioral Management Models
Characteristics of Highly Effective Teachers
Chapter 6: Basic Classroom Management Strategies
Teacher Expectations
Non-verbal and Verbal Interventions
Reinforcement
Extinction and Punishment
Contingency Contracts
Token Economy
Time-outs
Cultural Impact on Behavior Strategies
Chapter 7: Cognitive Behavior Management
Defining Cognitive Behavior Management
Implementing a Self-Management Plan
Self-Management Techniques
Problem-Solving Strategies
Anger Management Strategies
Stress Management Strategies
Chapter 8: Functional Behavioral Assessment: Trinity of Behavior Management
The Trinity of Behavior Management
Conducting a Functional Behavioral Assessment
Behavioral Observation
Measuring Behavior
Charting the Behavior
Chapter 9: Functional Behavior Analysis: Trinity of Behavior Management
Identifying the Function of a Behavior
Developing a Behavioral Hypothesis
Developing Alternative Behaviors
Assumptions of Functional Behavior Analysis
Generating a Behavioral Intervention Plan
Chapter 10: Behavior Intervention Plan: Trinity of Behavior Management
Components of a Behavior Intervention Plan
Developing Behavioral Goals
Implications of Behavior Intervention Plan
Impact of Culture on BIPs
Chapter 11: Single-Subject Design
Purpose of Single-Subject Design
Baseline Data and Intervention Data
Level, Trend, and Variability
Types of Single-Subject Designs
Chapter 12: Response-to-Intervention
The Evolution of RTI
Components of RTI
Culturally and Linguistically Diverse Students
Concerns of RTI
Chapter 13: School-Wide Positive Behavior Support
Components of SWPBS
Implementation of SWPBS
Tiers of SWPBS
Benefits of SWPBS
Cultural Impact on SWPBS
Teacher Self-Efficacy
Chapter 14: Social Skills Training
Features of Social Skills Training
Assessing Social Skills
Components of Social Skills Programs
Social Skills Programs and Strategies
Social Skills and SWPBS
Culturally Responsive Social Skills Instruction

About the Author

Terry L. Shepherd (EdD, special education, Ball State University) has been a department head and associate professor of special education at Indiana University South Bend since 2007. Previously, he was an associate professor of special education at Texas A & M International University, a teacher for children with emotional and behavior disorders in the public schools, and a teacher at a residential treatment center for troubled teenagers. He has published numerous professional papers in emotional and behavior disorders, international special education, and teacher education. He is the author of Working with Students with Emotional and Behavior Disorders: Characteristics and Teaching Strategies (Pearson-Merrill, 2010), Enthusiasm, Humor, and Optimism (with R. L. Smith & D. Skarbek, Editor), and Professional Teacher Dispositions: Additions to the Mainstream, (R & L Education, 2013). Dr. Shepherd has been a member of the Council for Exceptional Children since 1998.

Diana Linn is associate professor of special education and department chair at Texas A & M International University in Laredo, Texas. Previously, she was a teacher in general education and special education classrooms in Mexico and South Texas. Dr. Linn received her PhD from Texas A & M University, College Station. She has published articles concerning the disproportionality of English language learners in special education and the use of cultural autobiographies in pre-service teacher education programs. She is a member of the American Educational Research Association, the Council for Exceptional Children, and the National Association for Multicultural Education.