Managing Classroom Behavior Using Positive Behavior Supports

Paperback | April 21, 2011

byTerrance M. Scott, Cynthia M. Anderson, Peter Alter

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An essential how-to guide to positive behavior support in schools.


Written as a methods manual for positive behavior support (PBIS) in school settings, this first edition text focuses on practical strategies for the classroom with step-by-step application examples. After an opening chapter that reviews the key literature and concepts related to evidence-based practice in positive behavior support, the text quickly moves on to a well-organized collection of indispensible tutorials, methods, and applications for teachers written in clear, down-to-earth language and supplemented with real-life examples

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From the Publisher

An essential how-to guide to positive behavior support in schools.   Written as a methods manual for positive behavior support (PBIS) in school settings, this first edition text focuses on practical strategies for the classroom with step-by-step application examples. After an opening chapter that reviews the key literature and conc...

Terrance M. Scott is a Professor and Distinguished University Scholar at the University of Louisville where he directs the Center for Academic and Behavior Research. He received his Ph.D. in Special Education in 1994 and began his special education career as a counselor in a residential treatment center adjudicated adolescent boys. Af...

other books by Terrance M. Scott

Format:PaperbackDimensions:336 pages, 9 × 7.3 × 0.8 inPublished:April 21, 2011Publisher:Pearson EducationLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0205498345

ISBN - 13:9780205498345

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Extra Content

Table of Contents

Chapter 1

Introduction to a Prevention-Focused Model of Behavior Support

Discipline Problems in the School

            The “Causes” of Misbehavior


Proactive Management

            Preventing Failure by Promoting Success

Prevention and the Academic-Social Behavior Connection

A Three-Tiered Approach to Proactive Management

Chapter Review


Chapter 2

Understanding Behavior

A Functional Approach

Assumptions of a Functional Model

            Behavior Is Learned

            Behavior Is Lawful

            Behavior Can Be Changed

Applying the Functional Model to Student Behavior

Define What the Person Says or Does

Identify Key Features of the Environment

            Antecedent Events


Chapter Review


Chapter 3

Overview of a Functional Approach to Intervention

 Assessment from a Functional Perspective

            Function of Behavior

Functional Behavior Assessment

            Step 1: Defining Behavior

            Step 2: Assess Predictable Patterns

            Step 3: Developing a Hypothesis About the Function of Behavior

            Conducting an FBA

Summary: Understanding Behavior Through a Functional Behavior Assessment

Chapter Review


Chapter 4

Measuring Behavior in the School

 Defining Behavior

            Dimensions of Behavior

Measurement Process

            Step 1: Determine What to Monitor

            Step 2: Determine the Simplest Way to Collect Data

            Step 3: Monitor Behavior in a Consistent Manner

            Step 4: Use Data to Evaluate and Make Decisions

Behavior Monitoring Methods

            Event-Based Recording

            Time-Based Recording

Decision Model

Chapter Review


Chapter 5

Using Data to Make Instructional Decisions

 Scope and Sequence: What Should Be Taught First, Second. . .?

            Performing a Task Analysis: How Is It Done?

Goals and Objectives: Plans for Teaching and Evaluation

            Educational Goal Statement

            Instructional Objectives

Writing Instructional Objectives: Process

Evaluating Instruction

            Graphing Behavior: Visual Representations of Performance

Evaluating Performance

            Aim Lines

            Trend Lines

Data-Based Decision Making

            Determining Effectiveness of the Plan

Decisions: Successful Performance

Chapter Review


 Chapter 6

A Function-Based Perspective of Classroom Management           

 Rationale for Assessing a Classroom

        Matching the Intervention to the Classroom

        Emphasizing Educative Behavior Management

        Conducting a Functional Behavior Assessment of the Classroom

        Focus on Functional Routines

        Using a Scatter Plot to Identify Problematic Routines

Antecedents and Consequences

        Antecedent Variables

Setting Events and Contextual Variables Affecting Behavior in the Classroom

Activities as Possible Setting Events

Discriminative Stimuli

Identifying Cues for Appropriate Behavior


        Consequences for Inappropriate Behavior

        What Consequences Follow Problem Behavior?

        Which Consequences Are Reinforcing the Behavior?

        Consequences for Appropriate Behavior


Chapter Review

Appendix A–Functional Assessment for Classroom Environments Template

Appendix B–Functional Assessment for Classroom Environments Example


Chapter 7

Effective Instruction for Behavior

The Importance of Instruction

            Instruction = Maximizing Success Rates

            The Academic-Behavior Connection

Key Features of Effective Instruction    

            Effective Instruction for Behavior

            Facilitating Instruction


Chapter Review


Chapter 8

Antecedent Interventions in the Classroom

Changing Setting Events to Improve Student Behavior

Changing the Physical Layout of the Room

Defining and Teaching Expected Behavior

Structure of Routines

Supervision Style

Activities That Occur Before or After Class

Manipulating the Effects of Discriminative Stimuli


Chapter Review


Chapter 9

Using Consequences to Encourage Student Behavior in the Classroom

Teachers’ Objections to Reinforcement

Positive Reinforcement

Negative Reinforcement

Acknowledging Appropriate Behavior

            Attention as a Reinforcer

Activity Reinforcers

Tangible Reinforcers

Whole-Class Formal Acknowledgment Systems

            The Good Behavior Game

Teachers Need Reinforcement Too

Chapter Review


Chapter 10

Designing Individualized Instructional Strategies

Replacement Behaviors


Errorless Learning



Instructional Manipulations


            Provide Opportunities to Respond       

     Manipulate Task Difficulty

            Constant Time Delay

            Guided Practice

Chapter Review


Chapter 11

Creating Environments That Predict Individual Student Success

 Antecedent Interventions

            Teacher/Student Relationships

            Consistent Routines and Physical Arrangement

            Prompts and Cues

            Antecedent Compliance Strategies

            Maintenance and Generalization

Chapter Review


Chapter 12

Strategies for Responding to Individual Success: Reinforcement

 Choosing Behaviors to Reinforce

            Identifying the Reinforcers (What?)

            Using Reinforcers (How?)

            Token Economies

            Behavior Contracts

            Schedules of Reinforcement (When?)

            Tracking Progress (Is the Reinforcement Working?)


Chapter Review


Chapter 13

Strategies for Responding to Individual Misbehavior: Punishment Issues

 Punishment Issues

Punishment Strategies

            Verbal and Nonverbal Reprimand

            Negative Punishment

            Response Cost

            Positive Punishment

Chapter Review


Chapter 14

Behavior Support Plans

 Rationale for Behavior Support Plans

Key Components of Behavior Support Plans

Practices: Key Features of the Intervention

            Antecedent Interventions

            Desired Behaviors

            Skill Building


            Minimizing Reinforcement

            Safety Plan

Systems for Implementation

Data to Guide Decision-Making

Putting It All in Place: The Process of Support Planning

Behavior Support Teams: Who Is Involved?

            Facilitating Support Planning

Chapter Review

Appendix A–Behavior Support Plan Template


Name Index

Subject Index