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Behavior and Classroom Management in the Multicultural Classroom
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Table of Contents

Chapter 1: Behavior and Classroom Management Basics Foundations of Behavior Management Developmental Theories of Behavior Understanding Behavior Management Cultural Influence on Behavior Goals of Behavior and Classroom Management Chapter 2: Legal Issues of Behavior and Classroom Management Responsibilities of Teachers Legislation Affecting Behavior and Classroom Management Chapter 3: Collaborating with Parents and Families Understanding Today's Family Establishing Relationships with Families A Family Systems Model Family Involvement and Engagement Working with Diverse Families Family Involvement in Academic Optimism Standards for Family Relationships Chapter 4: Role of the Teacher Responsibility of the Professional Teacher Ethical Considerations Professional Self-Esteem of the Teacher Chapter 5: The Learning Environment Physical Setup of the Classroom Rules and Routines Schedules and Transitions Behavioral Management Models Characteristics of Highly Effective Teachers Chapter 6: Basic Classroom Management Strategies Teacher Expectations Non-verbal and Verbal Interventions Reinforcement Extinction and Punishment Contingency Contracts Token Economy Time-outs Cultural Impact on Behavior Strategies Chapter 7: Cognitive Behavior Management Defining Cognitive Behavior Management Implementing a Self-Management Plan Self-Management Techniques Problem-Solving Strategies Anger Management Strategies Stress Management Strategies Chapter 8: Functional Behavioral Assessment: Trinity of Behavior Management The Trinity of Behavior Management Conducting a Functional Behavioral Assessment Behavioral Observation Measuring Behavior Charting the Behavior Chapter 9: Functional Behavior Analysis: Trinity of Behavior Management Identifying the Function of a Behavior Developing a Behavioral Hypothesis Developing Alternative Behaviors Assumptions of Functional Behavior Analysis Generating a Behavioral Intervention Plan Chapter 10: Behavior Intervention Plan: Trinity of Behavior Management Components of a Behavior Intervention Plan Developing Behavioral Goals Implications of Behavior Intervention Plan Impact of Culture on BIPs Chapter 11: Single-Subject Design Purpose of Single-Subject Design Baseline Data and Intervention Data Level, Trend, and Variability Types of Single-Subject Designs Chapter 12: Response-to-Intervention The Evolution of RTI Components of RTI Culturally and Linguistically Diverse Students Concerns of RTI Chapter 13: School-Wide Positive Behavior Support Components of SWPBS Implementation of SWPBS Tiers of SWPBS Benefits of SWPBS Cultural Impact on SWPBS Teacher Self-Efficacy Chapter 14: Social Skills Training Features of Social Skills Training Assessing Social Skills Components of Social Skills Programs Social Skills Programs and Strategies Social Skills and SWPBS Culturally Responsive Social Skills Instruction

About the Author

Terry L. Shepherd (EdD, special education, Ball State University) has been a department head and associate professor of special education at Indiana University South Bend since 2007. Previously, he was an associate professor of special education at Texas A & M International University, a teacher for children with emotional and behavior disorders in the public schools, and a teacher at a residential treatment center for troubled teenagers. He has published numerous professional papers in emotional and behavior disorders, international special education, and teacher education. He is the author of Working with Students with Emotional and Behavior Disorders: Characteristics and Teaching Strategies (Pearson-Merrill, 2010), Enthusiasm, Humor, and Optimism (with R. L. Smith & D. Skarbek, Editor), and Professional Teacher Dispositions: Additions to the Mainstream, (R & L Education, 2013). Dr. Shepherd has been a member of the Council for Exceptional Children since 1998. Diana Linn is associate professor of special education and department chair at Texas A & M International University in Laredo, Texas. Previously, she was a teacher in general education and special education classrooms in Mexico and South Texas. Dr. Linn received her PhD from Texas A & M University, College Station. She has published articles concerning the disproportionality of English language learners in special education and the use of cultural autobiographies in pre-service teacher education programs. She is a member of the American Educational Research Association, the Council for Exceptional Children, and the National Association for Multicultural Education.

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