MARC Record from marc_nuls

LEADER: 08314pam 22003374a 4500
001 9921259220001661
005 20150423133924.0
008 010604s2002 mdua b 001 0 eng
010 $a 2001037440
020 $a1557665230 (pbk.)
035 $a(CSdNU)u104208-01national_inst
035 $a(OCoLC)47099206
035 $a(Sirsi) 01-AAO-5853
040 $aDLC$cDLC$dOrPss
042 $apcc
049 $aCNUM
050 00 $aLB3013$b.J33 2002
100 1 $aJackson, Lewis$q(Lewis B.)
245 10 $aPositive behavioral support in the classroom :$bprinciples and practices /$cby Lewis Jackson and Marion Veeneman Panyan with invited contributors.
260 $aBaltimore :$bP.H. Brookes,$cc2002.
300 $axvii, 365 p. :$bill. ;$c26 cm.
504 $aIncludes bibliographical references (p. 309-331) and index.
505 0 $aForeword / Diane Lea Ryndak -- The Origins of Positive Behavioral Support -- Understanding Public Education's Responses to Challenging Behavior -- Defining and Responding to Challenging Behavior -- Purpose of Education, Perceptions of Behavior, and Impact on Practices: General Education -- Purpose of Education, Perceptions of Behavior, and Impact on Practices: Special Education -- Tides of Change -- Perspectives on the Amelioration of Challenging Behavior -- Historical Perspective -- Contemporary Approaches to Addressing Challenging Behaviors -- Social Discipline Model -- Quality School Model -- Ecological Model -- Behavioral Model -- Cognitive-Behavioral Model -- Multiple Intelligences Model -- Judicious Discipline Model -- Seeds of Positive Behavioral Support -- Designing Theoretically Sound Classroom Practices to Guide Student Learning and Behavior / Ginny Helwick -- Theory in Educational Practice -- Belief Systems, Teaching Pedagogies, Personal Philosophies, and Learning Theories -- Five Principles of Learning -- The Gap Between Theory and Practice -- The Dominant Research Paradigm and its Repercussions -- An Alternative Paradigm and its Implications -- Conclusion and a Look Ahead -- Understanding and Characterizing the Support Process -- General Considerations for Positive Behavioral Support -- When Discipline and Treatment Approaches Come Together -- Outcome Issues -- Unaddressed Outcomes -- Outcomes from an Educative Perspective -- Practice Issues -- Methodological Considerations -- Social Justice Considerations -- Community Rights and Needs Issues -- Individual Rights versus the Rights of Others -- What Research Says -- The Task Ahead -- Critical Processes within Behavioral Support -- Person-Centered Planning -- Five Distinguishing Features of Person-Centered Planning -- Additional Characteristics of Person-Centered Planning -- The Person-Centered Planning Advantage -- The Role of Relationships in the Support Process -- Relationships as Factors in Behavioral Change and Learning -- Relationships as Factors in Sustaining Change -- Promoting Relationships Between Educators and Students -- Hypothesis-Based Intervention -- The Coming of Age of Hypothesis-Based Intervention -- Developing Support-Oriented Hypotheses for Behavior -- Components of Effective Hypothesis-Based Interventions -- Crisis Support: Responding to Challenging Behaviors -- The Crisis Cycle -- Guidelines When Using Removal -- Synchronizing the Four Behavioral Support Processes -- Facilitating Change to Enhance Behavioral Support for Students and the Community / Ginny Helwick -- Underlying Premises for Working with Change -- Viewing Systems as Complex, Dynamic Entities -- Overcoming Barriers to Understanding -- Positive Behavioral Support as Innovation -- Synthesis: The Co-construction of Understanding and Innovation in Complex Systems -- Planning and Assessment for Positive Behavioral Support -- Planning for Positive Behavioral Support -- Determine the Degree of Concern -- Plan the Intervention -- Gather Information -- Formulate Outcomes -- Delineate Hypotheses -- Generate Forecasts -- Initiate the Intervention -- Construct the Plan -- Recruit Resources -- Implement the Intervention -- Put in Place Educational and Environmental Changes -- Put in Place Professional Development -- Put in Place Incident Response and Crisis Procedures -- Ensure Critical Communications -- Ensure On-Demand Problem Solving -- Evaluate Change in the Learner and the Community -- Revise the Intervention -- Reflections and Review of the Protocol -- Support-Based Assessment -- Four Considerations in Support-Based Assessment -- The Cultural Context of the School -- Assessment Based on Differing Degrees of Concern -- Assessment and Intervention as a Continuous, Cyclical Process -- Social Validity -- Assessment for Creating the Intervention -- Functional Behavioral Assessment -- Participation in General Education Classes -- Assessment for Implementing the Intervention -- Put in Place Educational and Environmental Changes -- Put in Place Professional Development -- Put in Place Incident Response and Crisis Procedures -- Ensure Critical Communications -- Ensure On-Demand Problem Solving -- Evaluate Change in the Learner and the Community -- Guided Inquiry Revisited -- Positive Behavioral Support Practices and Their Applications -- Enhancing Positive Behavioral Support Practices / Marjorie Z. Leon -- Affective Supports -- Schedule and Activity Supports -- Peer Supports -- Teacher Style Supports -- Self-Assessment of Support Practices -- Support Practices and the "Voice" of Students -- Developing and Implementing Solution-Focused Behavioral Support Plans / Ginny Helwick, Marjorie Z. Leon, Shanda Harrell Schlagenhauf, Sunbi Bak -- Traditional Planning and Intervention Practices -- An Aggregation of Present Practices -- Limitations -- A Different Paradigm: Solution-Focused Behavioral Support -- Three Fundamental Concepts of Solution-Focused Behavioral Support -- Overview of Solution-Focused Planning -- Components of a Solution-Focused Behavior Intervention Plan -- Developing and Initiating a Solution-Focused Plan -- Understanding Precipitating Circumstances -- Creating the Plan -- Formalizing the Plan -- Goals, Decisions, and Recommendations: A Brief Example -- Implementing and Revising a Solution-Focused Plan -- Educational and Environmental Changes, Critical Communications, and Problem Solving -- Professional Development, Incident Response and Crisis Procedures, and Evaluating Learner and Community Changes -- An Illustration of Solution-Focused Planning -- Precipitating Conditions -- Plan Development -- Brief Synopsis of Implementation Results -- Critical Responses to Some Pressing Questions -- Solution-Focused Behavior Intervention Planning Form for Steve -- Developing and Implementing Long-Term, Comprehensive Behavioral Support Plans -- An Illustration of the Full Process -- Precipitating Conditions -- Plan the Intervention -- Initiate the Intervention -- Implement the Intervention -- Revise the Intervention -- Planning Crisis Intervention and Support for Escalating Behaviors -- Overview of Escalation Support Planning -- The Six-Step Planning Process -- Behavioral Support, Reintegration, and School Capacity -- Elements of a Comprehensive Plan and Example Components from Brian's Plan -- Positive Behavioral Support at the School and Community Levels -- Preparing Schools for Positive Behavioral Support -- Changing a School's Culture and Climate to Promote Positive Behavioral Support -- Schoolwide Mission Statement -- Schoolwide Policies and Procedures for Discipline -- Collaborative Professional Development -- Principles of Organizational Change -- Large-Scale Systemic Restructuring -- Comprehensive Evaluation -- Schoolwide Approaches that Are Consistent with Positive Behavioral Support -- Democratic Schools -- Schoolwide Behavior Management Systems -- Caring Schools: Child Development Project -- Conflict Resolution Schools -- Wraparound Planning -- Synthesis: Five Motifs -- Creating a Positive Social Science -- Wide Awakeness.
650 0 $aClassroom management.
650 0 $aSchool discipline.
650 0 $aProblem children$xEducation.
650 0 $aBehavior modification.
700 1 $aPanyan, Marion V.
948 $a06/17/2002$b07/03/2002
982 $aLB3013$a.J33$a2002
999 $aLB 3013 J33 2002$wLC$c1$i31786101624945$d8/11/2013$e8/11/2013 $kCHECKEDOUT$lCIRCSTACKS$mNULS$n26$rM$sY$tBOOK$u7/3/2002