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Products / Products / Managing the Cycle of Acting-Out Behavior in the Classroom, 2nd Ed.
Look Inside

Managing the Cycle of Acting-Out Behavior in the Classroom, 2nd Ed.

This newly revised edition presents an insightful model that depicts acting-out behavior in terms of seven phases and provides practical and safe strategies for managing and preventing behavior such as defiance, tantrums, threats, resistance, avoidance, and classroom disruption.

$33.95

Out of stock

Details:
2014 / 264 pp.
ISBN:
978-1-48337-436-9
SKU:
436-9
For Grades:
  • K-12
Authors:
  • Geoff Colvin
  • Terrance M. Scott
Type:
  • Book
Professions:
  • Behavior Support
  • Coaches
  • Counselors
  • Paras and Support Staff
  • School Psychologists
  • School Social Workers
  • Teachers
Area of Focus:
  • Behavior Interventions
  • Description
  • Authors
  • Video
  • Training
  • Screener

Description

Acting-out behavior by students manifests in ways that make classroom management and academic success very challenging.

  • This time- and field-tested resource presents a system for understanding acting-out behavior in terms of seven phases and correcting it before it gets in the way of student engagement and learning. Rooted in applied behavior analysis, sound instructional principles, and functional behavior assessment, this system includes:
  • Strategies for each phase of the acting-out cycle—from structuring the classroom, to managing agitation and escalated behavior, to recovery
  • Case studies that distill concrete action steps from the book’s concepts
  • Checklists, tools, resources, and templates for applying the book’s principles to any classroom.

No educator should be without this definitive guide to classroom management and social skill development that sets the stage for student success in school.

  • Geoff Colvin

    Geoff Colvin, Ph.D., draws on his experiences as a teacher (both in special education and in general education), school administrator, and research associate at the University of Oregon. Dr. Colvin is a nationally recognized educational consultant who has assisted personnel in more than 200 school districts and agencies managing problem behavior, teaching challenging students, and planning for school safety. He has authored more than 80 publications, including books, book chapters, articles, and video programs, on teaching and managing students who exhibit the full range of problem behavior. His video program Defusing Anger and Aggression received national recognition by winning the 2000 Telly Award and Communicator Award of Distinction. As an administrator, he directed a juvenile detention school for five years and was the principal for a countywide school for seriously emotionally disturbed youth for five years. He also served for several years as a supervisor of special programs with Bethel School District in Oregon.

  • Terrance M. Scott

    Terrance Scott Ph.D., is a professor and distinguished university scholar in the College of Education and Human Development at the University of Louisville. He began his career as a counselor in residential treatment and has worked with students with challenging behaviors across a variety of settings,including all levels of public school. He received his Ph.D. in special education at the University of Oregon in 1994 (with an emphasis on emotional and behavioral disorders) and, since then, has served as a faculty member at the Universities of Kentucky, Florida, and Oregon. He has over 80 publications on a variety of issues in the areas of behavioral disorders and behavioral support systems and has conducted over 700 presentations and training activities throughout the United States, Canada, Ireland, Australia, New Zealand, the Netherlands, Sweden, and Norway. In 2004, Dr. Scott received the Distinguished Early Career Award from the Research Division of the International Council for Exceptional Children. In 2012, he received the Outstanding National Leadership Award from the Council for Children with Behavior Disorders and was elected president of this organization in 2013. His research interests focus on schoolwide prevention systems, the role of instructional variables in managing student behavior, functional behavior assessment and intervention, and scientific research in education.

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