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Supporting students with emotional and behavioral problems : prevention and intervention strategies / / by Lee Kern, Michael P. George and Mark D. Weist
| Supporting students with emotional and behavioral problems : prevention and intervention strategies / / by Lee Kern, Michael P. George and Mark D. Weist |
| Autore | Kern Lee |
| Pubbl/distr/stampa | Baltimore, [Maryland] ; ; London, [England] ; ; Sydney, [New South Wales] : , : Paul H. Brookes Publishing Co., , 2016 |
| Descrizione fisica | 1 online resource (305 p.) |
| Disciplina | 371.94 |
| Soggetto topico |
Mentally ill children - Education
Problem children - Behavior modification Behavior therapy for children |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-68125-126-4
1-68125-123-X |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Contents; About the Forms; About the Authors; Foreword-Tim Lewis; Foreword-Susan Roger; Preface; Acknowledgments; Dedication; Chapter 1: School Behavior Problems and Models of Prevention and Intervention; BEHAVIOR PROBLEMS IN SCHOOLS; FACTORS CONTRIBUTING TO BEHAVIOR PROBLEMS; THE DETRIMENTAL OUTCOMES OF PROBLEM BEHAVIORS; REASONS FOR POOR STUDENT OUTCOMES; COMPONENTS OF EFFECTIVE APPROACHES; OVERVIEW OF A TIERED APPROACH; SUMMARY; Self-Reflection; REFERENCES; Chapter 2: Schoolwide Positive Behavior Support; FEATURES OF SCHOOLWIDE POSITIVE BEHAVIOR SUPPORT
A Different PerspectiveA Proactive Approach; An Instructional Approach; A Systems Approach; A Collaborative Process; A First Step in Schoolwide Social Skills Instruction; Data-Driven Decisions; A Resource for Consistent Decision Making; A TIERED PREVENTION MODEL; Tier 1; Tier 2; Tier 3; SCHOOLWIDE POSITIVE BEHAVIOR SUPPORT IMPLEMENTATION: A PRACTICAL PROCESS FOR SCHOOL IMPROVEMENT; Getting Started; TIER 1 INTERVENTION; Defining School Rules and Expectations; Teaching School Rules and Expectations; Recognition and Acknowledgment for Adherence to Rules and Expectations; TIER 2 INTERVENTIONS Check In Check OutSocial Skills Training; First Step to Success; Mentoring; SUMMARY; Self-Reflection; REFERENCES; Chapter 3: Assessing the Classroom Environment; INFORMAL SELF-ASSESSMENTS; THE TEACHER SELF-ASSESSMENT OF CLASSROOM MANAGEMENT PRACTICES; Physical Organization of Classroom Space; Classroom Expectations; Classroom Routines and Procedures; Teacher-Student Interactions and Emotional Climate; Procedures for Teaching and Reinforcing Appropriate Behavior; Procedures for Managing Behavior Problems; TEACHER VERBAL BEHAVIOR; SELF-ASSESSMENT OF EFFECTIVE TEACHING STRATEGIES ASKING STUDENTS ABOUT THE CLASSROOM ENVIRONMENTUSING PEER OBSERVATIONS FOR ENHANCING CLASSROOM PRACTICES; SUMMARY; Self-Reflection; REFERENCES; Chapter 4: Managing Classroom Behavior; IMPROVING THE ARRANGEMENT OF CLASSROOM SPACE; CLASSROOM EXPECTATIONS; ESTABLISHING ROUTINES AND CLASSROOM PROCEDURES; ENHANCING TEACHER-STUDENT INTERACTIONS AND CLASSROOM CLIMATE; ENCOURAGING APPROPRIATE BEHAVIOR AND ADDRESSING INAPPROPRIATE BEHAVIOR; Instruction and Reinforcement; Enhancing Systems Already in Place; Additional Strategies for Nonresponders PROCEDURES FOR MANAGING AND DECREASING MORE SERIOUS BEHAVIOR PROBLEMSClasswide Management Plan for Escalating Behavior; SUMMARY; SELF-REFLECTION; REFERENCES; Chapter 5: Effective Instructional Practices; ESTABLISH ACADEMIC EXPECTATIONS; CRAFT A MOTIVATING CURRICULUM; USE DIVERSE TEACHING METHODS; DIFFERENTIATE INSTRUCTION; INCORPORATE STUDENT INTEREST; INCREASE ACTIVE STUDENT ENGAGEMENT; USE A BRISK PACE; PROVIDE EXPLICIT INSTRUCTION; RETEACH IF NEEDED; SUMMARY; Self-Reflection; REFERENCES; Chapter 6: Promoting Student Social Skills; DEVELOPMENTAL DIFFERENCES IN CHILDREN'S SOCIAL SKILLS CONSIDERATIONS WHEN TEACHING SOCIAL BEHAVIOR |
| Record Nr. | UNINA-9910460636003321 |
Kern Lee
|
||
| Baltimore, [Maryland] ; ; London, [England] ; ; Sydney, [New South Wales] : , : Paul H. Brookes Publishing Co., , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Supporting students with emotional and behavioral problems : prevention and intervention strategies / / by Lee Kern, Michael P. George and Mark D. Weist
| Supporting students with emotional and behavioral problems : prevention and intervention strategies / / by Lee Kern, Michael P. George and Mark D. Weist |
| Autore | Kern Lee |
| Pubbl/distr/stampa | Baltimore, [Maryland] ; ; London, [England] ; ; Sydney, [New South Wales] : , : Paul H. Brookes Publishing Co., , 2016 |
| Descrizione fisica | 1 online resource (305 p.) |
| Disciplina | 371.94 |
| Soggetto topico |
Mentally ill children - Education
Problem children - Behavior modification Behavior therapy for children |
| ISBN |
1-68125-126-4
1-68125-123-X |
| Classificazione | EDU026050EDU044000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Contents; About the Forms; About the Authors; Foreword-Tim Lewis; Foreword-Susan Roger; Preface; Acknowledgments; Dedication; Chapter 1: School Behavior Problems and Models of Prevention and Intervention; BEHAVIOR PROBLEMS IN SCHOOLS; FACTORS CONTRIBUTING TO BEHAVIOR PROBLEMS; THE DETRIMENTAL OUTCOMES OF PROBLEM BEHAVIORS; REASONS FOR POOR STUDENT OUTCOMES; COMPONENTS OF EFFECTIVE APPROACHES; OVERVIEW OF A TIERED APPROACH; SUMMARY; Self-Reflection; REFERENCES; Chapter 2: Schoolwide Positive Behavior Support; FEATURES OF SCHOOLWIDE POSITIVE BEHAVIOR SUPPORT
A Different PerspectiveA Proactive Approach; An Instructional Approach; A Systems Approach; A Collaborative Process; A First Step in Schoolwide Social Skills Instruction; Data-Driven Decisions; A Resource for Consistent Decision Making; A TIERED PREVENTION MODEL; Tier 1; Tier 2; Tier 3; SCHOOLWIDE POSITIVE BEHAVIOR SUPPORT IMPLEMENTATION: A PRACTICAL PROCESS FOR SCHOOL IMPROVEMENT; Getting Started; TIER 1 INTERVENTION; Defining School Rules and Expectations; Teaching School Rules and Expectations; Recognition and Acknowledgment for Adherence to Rules and Expectations; TIER 2 INTERVENTIONS Check In Check OutSocial Skills Training; First Step to Success; Mentoring; SUMMARY; Self-Reflection; REFERENCES; Chapter 3: Assessing the Classroom Environment; INFORMAL SELF-ASSESSMENTS; THE TEACHER SELF-ASSESSMENT OF CLASSROOM MANAGEMENT PRACTICES; Physical Organization of Classroom Space; Classroom Expectations; Classroom Routines and Procedures; Teacher-Student Interactions and Emotional Climate; Procedures for Teaching and Reinforcing Appropriate Behavior; Procedures for Managing Behavior Problems; TEACHER VERBAL BEHAVIOR; SELF-ASSESSMENT OF EFFECTIVE TEACHING STRATEGIES ASKING STUDENTS ABOUT THE CLASSROOM ENVIRONMENTUSING PEER OBSERVATIONS FOR ENHANCING CLASSROOM PRACTICES; SUMMARY; Self-Reflection; REFERENCES; Chapter 4: Managing Classroom Behavior; IMPROVING THE ARRANGEMENT OF CLASSROOM SPACE; CLASSROOM EXPECTATIONS; ESTABLISHING ROUTINES AND CLASSROOM PROCEDURES; ENHANCING TEACHER-STUDENT INTERACTIONS AND CLASSROOM CLIMATE; ENCOURAGING APPROPRIATE BEHAVIOR AND ADDRESSING INAPPROPRIATE BEHAVIOR; Instruction and Reinforcement; Enhancing Systems Already in Place; Additional Strategies for Nonresponders PROCEDURES FOR MANAGING AND DECREASING MORE SERIOUS BEHAVIOR PROBLEMSClasswide Management Plan for Escalating Behavior; SUMMARY; SELF-REFLECTION; REFERENCES; Chapter 5: Effective Instructional Practices; ESTABLISH ACADEMIC EXPECTATIONS; CRAFT A MOTIVATING CURRICULUM; USE DIVERSE TEACHING METHODS; DIFFERENTIATE INSTRUCTION; INCORPORATE STUDENT INTEREST; INCREASE ACTIVE STUDENT ENGAGEMENT; USE A BRISK PACE; PROVIDE EXPLICIT INSTRUCTION; RETEACH IF NEEDED; SUMMARY; Self-Reflection; REFERENCES; Chapter 6: Promoting Student Social Skills; DEVELOPMENTAL DIFFERENCES IN CHILDREN'S SOCIAL SKILLS CONSIDERATIONS WHEN TEACHING SOCIAL BEHAVIOR |
| Record Nr. | UNINA-9910797767103321 |
|
Kern Lee
|
||
| Baltimore, [Maryland] ; ; London, [England] ; ; Sydney, [New South Wales] : , : Paul H. Brookes Publishing Co., , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Supporting students with emotional and behavioral problems : prevention and intervention strategies / / by Lee Kern, Michael P. George and Mark D. Weist
| Supporting students with emotional and behavioral problems : prevention and intervention strategies / / by Lee Kern, Michael P. George and Mark D. Weist |
| Autore | Kern Lee |
| Pubbl/distr/stampa | Baltimore, [Maryland] ; ; London, [England] ; ; Sydney, [New South Wales] : , : Paul H. Brookes Publishing Co., , 2016 |
| Descrizione fisica | 1 online resource (305 p.) |
| Disciplina | 371.94 |
| Soggetto topico |
Mentally ill children - Education
Problem children - Behavior modification Behavior therapy for children |
| ISBN |
1-68125-126-4
1-68125-123-X |
| Classificazione | EDU026050EDU044000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Contents; About the Forms; About the Authors; Foreword-Tim Lewis; Foreword-Susan Roger; Preface; Acknowledgments; Dedication; Chapter 1: School Behavior Problems and Models of Prevention and Intervention; BEHAVIOR PROBLEMS IN SCHOOLS; FACTORS CONTRIBUTING TO BEHAVIOR PROBLEMS; THE DETRIMENTAL OUTCOMES OF PROBLEM BEHAVIORS; REASONS FOR POOR STUDENT OUTCOMES; COMPONENTS OF EFFECTIVE APPROACHES; OVERVIEW OF A TIERED APPROACH; SUMMARY; Self-Reflection; REFERENCES; Chapter 2: Schoolwide Positive Behavior Support; FEATURES OF SCHOOLWIDE POSITIVE BEHAVIOR SUPPORT
A Different PerspectiveA Proactive Approach; An Instructional Approach; A Systems Approach; A Collaborative Process; A First Step in Schoolwide Social Skills Instruction; Data-Driven Decisions; A Resource for Consistent Decision Making; A TIERED PREVENTION MODEL; Tier 1; Tier 2; Tier 3; SCHOOLWIDE POSITIVE BEHAVIOR SUPPORT IMPLEMENTATION: A PRACTICAL PROCESS FOR SCHOOL IMPROVEMENT; Getting Started; TIER 1 INTERVENTION; Defining School Rules and Expectations; Teaching School Rules and Expectations; Recognition and Acknowledgment for Adherence to Rules and Expectations; TIER 2 INTERVENTIONS Check In Check OutSocial Skills Training; First Step to Success; Mentoring; SUMMARY; Self-Reflection; REFERENCES; Chapter 3: Assessing the Classroom Environment; INFORMAL SELF-ASSESSMENTS; THE TEACHER SELF-ASSESSMENT OF CLASSROOM MANAGEMENT PRACTICES; Physical Organization of Classroom Space; Classroom Expectations; Classroom Routines and Procedures; Teacher-Student Interactions and Emotional Climate; Procedures for Teaching and Reinforcing Appropriate Behavior; Procedures for Managing Behavior Problems; TEACHER VERBAL BEHAVIOR; SELF-ASSESSMENT OF EFFECTIVE TEACHING STRATEGIES ASKING STUDENTS ABOUT THE CLASSROOM ENVIRONMENTUSING PEER OBSERVATIONS FOR ENHANCING CLASSROOM PRACTICES; SUMMARY; Self-Reflection; REFERENCES; Chapter 4: Managing Classroom Behavior; IMPROVING THE ARRANGEMENT OF CLASSROOM SPACE; CLASSROOM EXPECTATIONS; ESTABLISHING ROUTINES AND CLASSROOM PROCEDURES; ENHANCING TEACHER-STUDENT INTERACTIONS AND CLASSROOM CLIMATE; ENCOURAGING APPROPRIATE BEHAVIOR AND ADDRESSING INAPPROPRIATE BEHAVIOR; Instruction and Reinforcement; Enhancing Systems Already in Place; Additional Strategies for Nonresponders PROCEDURES FOR MANAGING AND DECREASING MORE SERIOUS BEHAVIOR PROBLEMSClasswide Management Plan for Escalating Behavior; SUMMARY; SELF-REFLECTION; REFERENCES; Chapter 5: Effective Instructional Practices; ESTABLISH ACADEMIC EXPECTATIONS; CRAFT A MOTIVATING CURRICULUM; USE DIVERSE TEACHING METHODS; DIFFERENTIATE INSTRUCTION; INCORPORATE STUDENT INTEREST; INCREASE ACTIVE STUDENT ENGAGEMENT; USE A BRISK PACE; PROVIDE EXPLICIT INSTRUCTION; RETEACH IF NEEDED; SUMMARY; Self-Reflection; REFERENCES; Chapter 6: Promoting Student Social Skills; DEVELOPMENTAL DIFFERENCES IN CHILDREN'S SOCIAL SKILLS CONSIDERATIONS WHEN TEACHING SOCIAL BEHAVIOR |
| Record Nr. | UNINA-9910819031903321 |
|
Kern Lee
|
||
| Baltimore, [Maryland] ; ; London, [England] ; ; Sydney, [New South Wales] : , : Paul H. Brookes Publishing Co., , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||