Behavioral Interventions in Schools: Evidence-Based Positive Strategies
For individuals in the U.S. & U.S. territories
The emotional and behavioral problems of students in the classroom are a major concern for teachers, administrators, and the public. Without effective behavior management, a positive and productive classroom environment is impossible to achieve. Forty years of scientific research supports the efficacy of behavioral interventions in the classroom, yet school psychologists and teachers are often unaware of this evidence or of how to apply it.
This book provides school psychologists, counselors, social workers, school administrators, and teachers with a summary of ecologically sound primary, secondary, and tertiary prevention strategies.
The contributors cover fundamentals such as how to conduct a behavioral assessment, how to measure treatment integrity and response to intervention, and how to promote generalization and maintenance of learned positive behaviors. They also discuss prevention measures such as positive behavior support and group contingencies that schools can implement system-wide.
Several chapters describe more narrowly focused interventions such as daily report cards and self modeling, while the final section explains how to customize behavioral strategies for special populations such as preschoolers; children with autism, internalizing, or externalizing disorders; and those who have experienced trauma.
Readers who are new to behavioral interventions should be able to use the techniques immediately, while experienced practitioners will use this book as a resource to guide their practice.
—Angelegue Akin-Little, Steven G. Little, Melissa A. Bray, and Thomas J. Kehle
I. Foundations for Designing School-Based Behavioral Interventions
- Behavioral Consultation
—William P. Erchul and Ann C. Schulte
- Behavioral Assessment in the Schools
—T. Steuart Watson and Tonya S. Watson
- Introduction to Functional Behavioral Assessment
—George H. Noell and Kristin A. Gansle
- The Importance of Treatment Integrity in School-Based Behavioral Intervention
—Brian K. Martens and Laura Lee McIntyre
- The True Effects of Extrinsic Reinforcement on "Intrinsic" Motivation
—Angeleque Akin-Little and Steven G. Little
II. Systematic Approaches to Prevention and Intervention
- An Introduction to Cognitive Behavior Therapies
- Improving Children's Fluency in Reading, Mathematics, Spelling, and Writing: A Review of Evidence-Based Academic Interventions
—Tanya L. Eckert, Robin M. Codding, Adrea J. Truckenmiller, and Jennifer L. Rheinheimer
- School-Wide Positive Behavior Support: A Systems-Level Application of Behavioral Principles
—Brandi Simonsen and George Sugai
- Proactive Instructional Strategies for Classroom Management
—Joseph H. Wehby and Kathleen Lynne Lane
- Applying Group-Oriented Contingencies in the Classroom
—Christopher H. Skinner, Amy L. Skinner, and Bobbie Burton
- Classroom Application of Reductive Procedures: A Positive Approach
—Steven G. Little, Angeleque Akin-Little, and Clayton R. Cook
- Generalization and Maintenance of Learned Positive Behavior
—Mark W. Steege and Erin Sullivan
III. Specific Behavioral Techniques
- Using Response to Intervention for Identification of Specific Learning Disabilities
—Frank M. Gresham
- Daily Report Cards: Home-Based Consequences for Classroom Behavior
—Mary Lou Kelley and Nichole Jurbergs
—Thomas J. Kehle and Melissa A. Bray
IV. Customizing Behavioral Strategies for Special Populations
- Practical Strategies in Working With Difficult Students
—William R. Jenson, Elaine Clark, and Jason Burrow-Sanchez
- Behavioral Interventions With Externalizing Disorders
—George J. DuPaul and Lisa L. Weyandt
- Interventions for Internalizing Disorders
—Thomas J. Huberty
- Behavioral Interventions for Preschoolers
—David W. Barnett and Renee O. Hawkins
- Behavioral Interventions and Autism in the Schools
—Susan M. Wilczynski, Laura Fisher, Lauren Christian, and Jesse Logue
- Trauma-Focused Cognitive Behavior Therapy
—Steven G. Little and Angeleque Akin-Little
About the Editors
Angeleque Akin-Little, PhD, lives in Auckland, New Zealand, and is president of the consulting company Behavioral, Educational, and Research Consultants. She also consults with internationally based centers, specializing in applied behavior analysis training and service delivery. She earned her PhD in school psychology from the University of Southern Mississippi in Hattiesburg in 1999 and is a board-certified behavior analyst. She has served on the faculty of Hofstra University in Hempstead, New York, and the University of the Pacific in Stockton, California, and is a fellow of Division 16 (School Psychology) of the American Psychological Association. Her main research and practice interests are in the area of behavioral interventions in homes and schools and applied behavior analysis, particularly the effects of extrinsic reward on intrinsic motivation.
Steven G. Little, PhD, is a professor in educational (school) psychology at Massey University in Auckland, New Zealand. A native of the United States, Dr. Little received his PhD in school psychology from Tulane University in New Orleans, Louisiana, in 1987, and he taught at various school psychology programs in the United States for 22 years before moving to New Zealand in 2009. He has published extensively in the school psychology literature, served as president of Division 16 (School Psychology) of the American Psychological Association, and served on the editorial boards of numerous school psychology journals. He is a board-certified behavior analyst, and his main research and practice interest is in behavioral interventions with children in homes and schools.
Melissa A. Bray, PhD, is a faculty member in the school psychology program at the University of Connecticut in Storrs. She is a fellow of the American Psychological Association (APA), the Association for Psychological Science, and an elected member of the Society for the Study of School Psychology. She is licensed as a psychologist in the State of Connecticut and also hold national certification in school psychology. Since receiving her doctorate in 1997, she has published or has in press 90 books, articles, chapters, and reviews in the professional literature. Of particular significance, Dr. Bray was the 2003 recipient of the prestigious APA Division 16 (School Psychology) Lightner Witmer Award, the Division's highest honor given to early career scholars. Dr. Bray has been involved in state, national, and international professional associations and has served as vice-president for social and ethical responsibility and ethnic minority affairs, Division 16 Executive Committee.
Thomas J. Kehle, PhD, is the director of school psychology at the University of Connecticut in Storrs. He is a fellow of the American Psychological Association, the Association for Psychological Science, and the American Association of Applied and Preventive Psychology. Dr. Kehle is licensed as a psychologist in the State of Connecticut, a member of the National Register of Health Service Providers in Psychology, a charter member of the Society for the Study of School Psychology, and an honorary member of the American Academy of School Psychology. He serves as an associate editor for Psychology in the Schools and is on the editorial board of the Journal of Psychoeducational Assessment. Professor Kehle's publication record is substantial in that he has published or has in press over 150 books, articles, chapters, and reviews in the professional literature.
—New England Psychologist