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A comprehensive, balanced and practical text, Strategies for Addressing Behavior Problems in the Classroom, 6/e, provides a unique in-depth look at specific behaviors and the strategies employed for addressing each behavior in K-12 classrooms and schools. Readers can expect to get solid coverage of key topics, practical understanding of Applied Behavior Analysis (ABA) and a more detailed look at functional behavioral assessment (FBA) than found in other texts. Additionally, featured research-based practices from various fields outside of education (such as psychiatry and psychology), lend to a special balanced approach that helps students grasp how different methodologies contribute to behavior and classroom management in a larger context. The authors also address school-based interventions in the context of positive behavioral support, a view embraced by practitioners and supported by research, and continues to promote collaboration between other agencies and families, along with better coordination of treatment options to create effective services and intervention in education. Intended for graduate or undergraduate courses for general education and special education classroom teachers, administrators, or behavior specialists, this widely-used text is clearly written and organized in such a way that classroom teachers or school support professionals can use it in their every day practice.
- Sales Rank: #119754 in Books
- Brand: Kerr, Mary Margaret/ Nelson, C. Michael
- Published on: 2009-03-29
- Original language: English
- Number of items: 1
- Dimensions: 9.20" h x .90" w x 7.50" l, 1.35 pounds
- Binding: Paperback
- 448 pages
From the Back Cover
A comprehensive, balanced and practical text, "Strategies for Addressing Behavior Problems in the Classroom, "6/e, provides a unique in-depth look at specific behaviors and the strategies employed for addressing each behavior in K-12 classrooms and schools. Readers can expect to get solid coverage of key topics, practical understanding of Applied Behavior Analysis (ABA) and a more detailed look at functional behavioral assessment (FBA) than found in other texts. Additionally, featured research-based practices from various fields outside of education (such as psychiatry and psychology), lend to a special balanced approach that helps students grasp how different methodologies contribute to behavior and classroom management in a larger context. The authors also address school-based interventions in the context of positive behavioral support, a view embraced by practitioners and supported by research, and continues to promote collaboration between other agencies and families, along with better coordination of treatment options to create effective services and intervention in education. Intended for graduate or undergraduate courses for general education and special education classroom teachers, administrators, or behavior specialists, this widely-used text is clearly written and organized in such a way that classroom teachers or school support professionals can use it in their every day practice.
About the Author
"Mary Margaret Kerr" received her Bachelor's and Master's degrees from Duke University and her doctorate from The American University in Washington, DC. Trained in special education and developmental psychology, Dr. Kerr has devoted her career to working with troubled children and adolescents and to teaching those who help them. The author of six textbooks and many articles, she has taught in special education and alternative education classrooms and continues to consult with school districts across the country. A former faculty member at Vanderbilt University, Dr. Kerr joined the faculty of the School of Medicine and the School of Education at the University of Pittsburgh in 1980.
In 1989, Dr. Kerr joined the Pittsburgh City Schools as Director of Pupil Services, where she administered services such as guidance, counseling, social work, drug-free schools, alternative education, health services, school security, and discipline. In 1994, she returned to her faculty position at the University of Pittsburgh, where she is Educational Director and Associate Professor of Child Psychiatry and Education. She also directs outreach services for the University's youth suicide and violence prevention center, STAR-Center. This center provides crisis response services, training, and consultation to school districts and communities across Pennsylvania.
In 1996 Dr. Kerr was appointed by the United States Court for the Central District of California as a Consent Decree Administrator for Los Angeles Unified School District. In this capacity, Dr. Kerr works with educators and parents to improve services for 81,000 students with disabilities.
When Dr. Kerr is not at work in Pittsburgh orLos Angeles, she is at home with her husband Bruce and their two children.
"C. Michael Nelson" began his special education career as a teacher of adolescents with learning and behavior disorders. After earning a master's degree in school psychology, he worked as a child psychologist at the University of Kansas Medical Center. He received his Ed.D. from the University of Kansas in 1969 and took a position with the Department of Special Education and Rehabilitation Counseling at the University of Kentucky, where he currently is a full professor and coordinates the graduate Personnel Preparation Program for Teachers of Students with Emotional and Behavioral Disabilities. Dr. Nelson has authored or edited over 100 professional publications, including books, textbook chapters, articles in referred journals, and multimedia instructional packages. He has prepared teachers of children and youth with behavior disorders at the pre- and in-service levels and has served as principal investigator on a number of research and personnel preparation grants. He has served as president of the Council for Children with Behavioral Disorders. Currently, he is involved in two national centers that promote research and best practices for students with or at risk for emotional and behavioral disorders: the Center for Positive Behavioral Interventions and Support, and the Center for Education, Disability, and Juvenile Justice. He also is associated with the Kentucky Center for School Safety.
Most helpful customer reviews
2 of 2 people found the following review helpful.
disorganized disaster
By With all due respect.....
It is a disorganized disaster.... a mess.
For example; in chapter 4, Assessment Based Planning (actually assessment based intervention planning) step 6 is;
Write Long term and Short term intervention Objectives.
The very first sentence under this heading states:
" Although we list this as the last step, the beginning point of intervention, whether it consists of skill instruction or behavior management, is to write behavioral objectives that describe the behavioral outcome to be achieved following interventions. "
This text is full of statements in the wrong place as they jar you out of your reading mode and make you say,"Wait, what?" Statements that seem to be added as afterthoughts. Statements that more fully explain information in preceding chapters and statements that give a new term but no definition or explanation other than to let us know we will learn more about them in subsequent chapters.
The text is written in such a way that the entire damn thing must be read very closely and more than once, in order to understand the authors point. Approximation,expectation, goal, outcome and objective are all used interchangeably. There are no chapter key terms listing and the glossary in the back does not reference page numbers.
If I didn't know better, I would surmise that the author used every instructional strategy that exists in writing her text but for Direct Instruction - as in - key term, definition, example, another key term, definition, example....how hard is that?
0 of 0 people found the following review helpful.
Three Stars
By Amazon Customer
Beautiful cover.
0 of 0 people found the following review helpful.
Five Stars
By Stephanie Garcia
great book
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