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Challenging Behavior in Elementary and Middle School
Barbara Kaiser
Judy Rasminsky

ISBN-10: 0205460992
ISBN-13: 9780205460991

Publisher: Merrill
Copyright: 2009
Format: Paper; 384 pp
Published: 07/16/2008

Suggested retail price: $38.33
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For courses in Classroom Management and Behavior Management.

 

Written by an educator and consultant who has spent 30 years working with children and families and a writer who specializes in education issues, Challenging Behavior in Elementary and Middle School is a comprehensive and indispensable resource for everyone who plans to work–or is currently working–in elementary and middle schools. This new book by the winners of a 2007 Texty Award for textbook excellence presents in-depth background information and strategies to help pre-service and practicing teachers understand, prevent, and address the behavior problems found so often in today’s schools. The evidence-based techniques at the heart of the text work with the most difficult behaviors, benefit every child in the classroom, and can be used alone or together, creating tools suitable for many different children and situations.

 

The text brings together in one practical, academically rigorous, user-friendly volume facts and techniques drawn from neuroscience, psychology, psychiatry, special education, classroom management, child development, cross-cultural research, and proactive social and emotional skills programs. In addition to chapters on positive behavior support, functional assessment, and preventing challenging behavior, the book includes chapters on self-reflection, the teacher-child relationship, inclusion, bullying, culture, and partnerships with families. It also presents vital background on aggressive and antisocial behavior, the teenage brain, and risk factors for challenging behavior, as well as information on how to build resilience by focusing on children’s strengths. Every chapter ends with discussion questions, and many feature short case scenarios with problems to solve.

 

Once again the renowned author team of Kaiser and Rasminsky has written a compelling and necessary resource for teachers everywhere, a true survival manual for novices and veterans alike.

    Special Features:

  •  Practical, realistic, evidence-based techniques enable new and seasoned teachers to prevent challenging behavior and respond to it in a variety of effective ways. 

  • The stories of two students, Andrew and Jazmine, bring alive both facts and strategies.

  • Information synthesized from many different disciplines provides a wider perspective and a greater choice of approaches.

  • Comprehensive discussion of self-reflection relates self-awareness to effective teaching.

  • Emphasis on the teacher-child relationship and concrete suggestions for building relationships with children with problem behavior show teachers how to enhance the power of any strategy they use.

  • In-depth information about diversity and the influence of culture helps make teaching more culturally responsive and enables teachers to avoid misunderstandings that lead to inappropriate behavior.

  • A chapter on inclusion describes how to prevent and respond to difficult behavior in children with disabilities, who are now likely to be found in every classroom.

     

Introduction

 

CHAPTER 1: What Is Challenging Behavior?

         Is challenging behavior ever appropriate?

            What happens to students with more serious behavior problems?

            Does challenging behavior always develop the same way?

            What do the theorists say about aggression and antisocial behavior

            Does culture play a role in aggressive behavior?

            What do you think?

            Suggested reading

            References

 

Chapter 2: Risk Factors

         What causes challenging behavior?

            Child Risk Factors

                        Genes

                        Gender

                        Temperament

                        Complications of pregnancy and birth

            Problems with brain function

            Environmental Risk Factors

                        Family factors and parenting style

                        Peer influences

                        School

                        Poverty and the conditions surrounding it

                        Exposure to violence

                        Violent media

                        Turbulent times

                        Understanding risk

                        What do you think?

                        Suggested reading and resources

                        References

 

CHAPTER 3: Protective Factors

 

            The first wave: What qualities help a child bounce back?

                        Individual factors

                        Family factors

                        Community factors

            The second wave: How do protective factors work?

            The third wave: Integrating biology and intervention

            What do you think?

            Suggested reading

            References

 

CHAPTER 4: Behavior and the Brain

            Early Experience and the Brain

                        How does the brain develop?

                        How does experience affect brain development?

                        Are there any critical periods in the social and emotional realm?

                        How does early experience affect the stress system?

                        What role do genes play?

            The Adolescent Brain

                        How does puberty affect the brain?

                        What about cognitive development?

                        What happens when emotion and cognition are out of sync?

            Aggression and the Adult Brain

                        Which parts of the brain are involved in aggressive behavior?

                        What does all this mean?

                        What do you think?

                        Suggested reading

                        References

 

CHAPTER 5: Relationship, Relationship, Relationship

         The caring connection

            Understanding Yourself

                        “Who are you” said the caterpillar

                        What influences the way you relate to a child with challenging behavior?

                        What is self-reflection?

                        How do you reflect?

                        When do you reflect?

                        Are there any techniques to help you reflect?

            Understanding the Child

                        What is the role of attachment?

                        How does attachment affect behavior?

                        How does temperament influence attachment

                        What happens to attachment as children grow older?

            Establishing a Relationship with the Child

                        How does a close relationship with a teacher protect a child?

            How can you develop a positive relationship with a child with challenging behavior?

            What is self-reflection?

                        How do you reflect?

                        When do you reflect?

                        Are there any techniques to help you reflect?

            Back to the beginning

            Establishing a Relationship with the Family

                        What keeps teachers and families apart?

                        Getting to know you

                        What about parent-teacher night?

                        Should teachers visit families at home?

                        The next step

                        What do you think?

                        What would you do?

                        Suggested reading

                        References

 

CHAPTER 6: Opening the Culture Door

            What Is Culture?

                        What does culture have to do with identity?

                        Are cultures really so different?

                        The melting pot and the salad bowl

            When Home Culture Meets School Culture

                        The culture of school

            How does culture influence behavior?

            How can you make your teaching more culturally responsive?

            Some Cultural Characteristics

                        Does each culture have its own special characteristics?

                        Why all this matters

                        What do you think?

                        Suggested Reading

                        References

 

CHAPTER 7: Preventing Challenging Behavior: The Social Context

         How does prevention work?

            We’re all the same, yet we’re all different

            Creating the Social Context

                What kind of social context fosters prosocial behavior and discourages aggressive behavior?

                What is the teachers’ role in the social context?

                Why should we include children with challenging behaviors?

                How can you create a caring, cooperative, and inclusive community?

            Teaching Social and Emotional Skills

                        How do children learn social and emotional skills?

                        How do you teach social and emotional skills?

                        What skills do children need to learn?

                        What do you think?

                        Suggested reading and resources

                        References

 

CHAPTER 8: Preventing Challenging Behavior: Physical Space, Classroom Management and Teaching Strategies

                  The Physical Space

                            Where will they sit?

                            Where does the teacher belong?

                            Other spaces

                            Deck the walls

                            Taking responsibility in the classroom

            Classroom Management

                        Providing a daily schedule

                        Using procedures

                        Managing the group

            Teaching Strategies

                        Differentiated Instruction

                        Sharing responsibility and providing choice

                        A compendium of teaching strategies

                        Homework or not

            When Circumstances Change

                        Providing reassurance

                        Talking about feelings

                        Routines and activities

                        Maintaining the social context

                        Connecting with colleagues and parents

                        Taking care of yourself

                        What do you think?

                        Suggested reading

                        References

 

CHAPTER 9: Guidance and Other Discipline Strategies

            How do strategies differ?

            What makes a strategy work?

            What is developmental discipline?

            How does Teacher Effectiveness Training work?

            How useful is positive reinforcement?

            What about natural and logical consequences?

            Time-out, punishment, and time away

            How does culture influence guidance?

            What do you think?

            What would you do?

            Suggested reading

            References

 

CHAPTER 10: The WEVAS Strategy

         The competent state and calibration

            The anxious state

            The agitated state

            The aggressive state

            The assaultive state

            The open state

            What do you think?

            What would you do?

            Suggested reading and resources

            References

 

CHAPTER 11: Functional Assessment and Positive Behavior Support

         Performing a Functional Assessment

                When is it appropriate to use functional assessment and positive behavior support?

                How do you figure out the function of a behavior?

                What functions can behavior serve?

                What about appropriate behavior?

                Working as a team

                How do you get the information you need for a functional assessment?

                How do you develop a hypothesis?

            Creating a Positive Behavior Support Plan

                        How do you develop a positive behavior support plan?

                        How does the plan look?

                        What do you think?

                        Suggested reading and resources

                        References

 

CHAPTER 12: The Inclusive Classroom

            About Inclusion

                        Why is inclusion important?

                        How does IDEA work?

                        What’s happening on the front lines?

                        How is a child who needs special education identified?

                        Does IDEA include all disabilities?

                        Can IEP address behavior?

                        Who is responsible for implementing an IEP?

            Preventing and Addressing Challenging Behavior in Children with Disabilities

            Does a student’s disability play a role in challenging behavior?

            Who can help?

            How can an inclusive social context prevent challenging behavior?

            How can you organize the physical space to prevent challenging behavior?

            How can classroom routines and teaching strategies prevent challenging behavior?

                    How can you respond effectively to challenging behavior?

                    Additions to the toolbox

                    What do you think?

                    What would you do?

                    Suggested reading and resources

                    References

 

CHAPTER 13: Working with Families and Other Experts

            Preparing to Meet the Family

                        How do families react to news of challenging behavior?

                        How do you feel?

                        How can colleagues help?

            Meeting with the Family

                        How do you arrange a meeting?

                        What should happen in a meeting with the family?

                        How do you close a meeting?

                        What if you and the family disagree?

            Working with Other Experts

                        What about getting additional expert advice?

                        What do you think?

                        What would you do?

                        Suggested reading

                        References

 

CHAPTER 14: Bullying

            What is Bullying?

                        How common is bullying?

                        Who are the students who bully others?

                        Who are the targets of bullying?

                        Who are the bystanders?

            How Can Teachers Reduce and Prevent Bullying?

                        The whole-school approach

                        Working in your own classroom

                        What helps students cope with bullying?

            Responding to Bullying

                        What does the law say?

                        How do you respond to bullying?

                        What if you don’t see the bullying?

                        What do you say to students involved in bullying?

                        Working with the parents of students involved in bullying

                        What do you think?

                        What would you do?

                        Suggested reading and resources

                        References

 

Appendix A: ABC Chart

 

Appendix B: The Functional Assessment Observation Form

 

Index

In the 18 years they’ve worked together, Barbara Kaiser and Judy Sklar Rasminsky–whose book Challenging Behavior in Young Children won a 2007 Texty Award for textbook excellence–have written a series of books unique in education. Combining Barbara’s three decades as a teacher and education consultant with Judy’s writing skills, their texts bring readers solid research and practical strategies in a reader-friendly style. 

 

Barbara has presented workshops and keynotes on challenging behavior across North America; acted as chief consultant for Facing the Challenge, an instructional DVD based on Challenging Behavior in Young Children (Devereux Early Childhood Initiative, 2007); and advised the Addressing Youth Violence Project for Western Nova Scotia. She has taught at Acadia University in Wolfville, Nova Scotia, and Concordia University in Montreal. 

 

Judy, a freelance writer specializing in education and health, joined Barbara in writing The Daycare Handbook (1991). In 1999, their bestselling Meeting the Challenge was selected by the National Association for the Education of Young Children as a Comprehensive Membership Benefit. Judy’s articles have appeared in the Reader's Digest, the Los Angeles Times, and other magazines, newspapers, and textbooks. In 2004, she won several awards for her contributions to a history of the Clinical Center at the National Institutes of Health in Washington, DC.

 

Challenging Behavior in Elementary and Middle School

Barbara Kaiser and Judy Sklar Rasminsky

 

Once again, the renowned team of Kaiser and Rasminsky–-winner of a prestigious Texty Award for textbook excellence in 2007–-has written a compelling and necessary resource for teachers and educational professionals everywhere. Their new book presents in-depth background information and strategies to help pre-service and practicing teachers understand, prevent, and address the behavior problems found so often in today’s schools. The evidence-based techniques at the heart of the text work with the most difficult behaviors, benefit every child in the classroom, and can be used alone or together, creating tools suitable for many different children and situations. The book’s academic rigor and conversational tone make Challenging Behavior in Elementary and Middle School an essential "survival manual" for novices and experienced teachers alike.

 

Special Features:

  • Practical, realistic, evidence-based techniques enable new and seasoned teachers to prevent challenging behavior and respond to it in a variety of effective ways.  
  • The stories of two students, Andrew and Jazmine, bring alive both facts and strategies.
  • Information synthesized from many different disciplines provides a wider perspective and a greater choice of approaches.
  • Comprehensive discussion of self-reflection relates self-awareness to effective teaching.
  • Emphasis on the teacher-child relationship and concrete suggestions for building relationships with children with problem behavior show teachers how to enhance the power of any strategy they use.
  • In-depth information about diversity and the influence of culture helps make teaching more culturally responsive and enables teachers to avoid misunderstandings that lead to inappropriate behavior.
  • A chapter on inclusion describes how to prevent and respond to difficult behavior in children with disabilities, who are now likely to be found in every classroom.

 

 

 

 

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