Understanding and Managing Children's Classroom Behavior: Creating Sustainable, Resilient Classrooms(Wiley Series on Personality Processes)

"This book sets the standard in delivering a comprehensive, state-of-the-art approach for understanding, treating, and preventing classroom behavior difficulties. It should be on the bookshelves of all professionals who work in school settings. I will certainly recommend this text to my colleagues and students." —George J. DuPaul, PhD, Professor of School Psychology, Associate Chair, Education and Human Services, Lehigh University A classic guide to creating a positive classroom environment Covering the most recent and relevant findings regarding behavior management in the classroom, this new edition of Understanding and Managing Children's Classroom Behavior has been completely updated to reflect the current functional approach to assessing, understanding, and positively managing behavior in a classroom setting. With its renewed focus on the concept of temperament and its impact on children's behavior and personality, Understanding and Managing Children's Classroom Behavior emphasizes changing behavior rather than labeling it. Numerous contributions from renowned experts on each topic explore: How to identify strengths and assets and build on them Complete functional behavioral assessments The relationship between thinking, learning, and behavior in the classroom Practical strategies for teachers to improve students' self-regulation How to facilitate social skills Problem-solving approaches to bullies and their victims Medications and their relationship to behavior The classic guide to helping psychologists, counselors, and educators improve their ability to serve all students, Understanding and Managing Children's Classroom Behavior, Second Edition will help educators create citizens connected to each other, to their teachers, to their families, and to their communities.

Table of Contents:
Foreword xiii Lawrence Lewandowski Foreword xv Robert H. Pasternack Preface xvii Acknowledgments xxi Contributors xxiii PART I BACKGROUND CHAPTER 1 Introduction 3 Sam Goldstein and Robert Brooks CHAPTER 2 Creating Sustainable Classroom Environments: The Mindsets of Effective Teachers, Successful Students, and Productive Consultants 22 Sam Goldstein and Robert Brooks PART II UNDERSTANDING AND EVALUATING CLASSROOM BEHAVIOR CHAPTER 3 Functional Behavioral Assessment of Classroom Behavior 43 Mark W. Steege, F. Charles "Bud" Mace, and Rachel Brown-Chidsey CHAPTER 4 Cognition, Learning, and Behavior: The Role of Intellectual Processes in Classroom Behavior 64 Jack A. Naglieri, Cara Conway, and Sam Goldstein CHAPTER 5 Disruptive Behaviors 91 Sam Goldstein and Richard Rider CHAPTER 6 Problems of Self-Discipline 113 Sam Goldstein and Robert Brooks CHAPTER 7 Worry and Helplessness 128 Sam Goldstein and Robert Brooks CHAPTER 8 Social Learning Problems 166 Sam Goldstein and Robert Brooks PART III INTERVENTION CHAPTER 9 Developing the Mindset of Effective Teachers 189 Robert Brooks and Sam Goldstein CHAPTER 10 Developing the Mindset of Effective Students 208 Robert Brooks and Sam Goldstein CHAPTER 11 Applying Behavior Modification 226 Sam Goldstein and Robert Brooks CHAPTER 12 Cognitive Behavioral Strategies 279 Lauren Braswell CHAPTER 13 Strategies to Improve Self-Regulation 322 Sandra Rief CHAPTER 14 School-Based Interventions for Children with Internalizing Problems 361 Janay B. Sander, Dawn S. Reinemann, and Jennifer A. Herren CHAPTER 15 Building Social Skills 383 Emily D. Warnes, Susan M. Sheridan, and S. Andrew Garbacz CHAPTER 16 Bullies and Their Victims: A Problem-Solving Approach to Treatment and Prevention 408 Myrna B. Shure CHAPTER 17 Medications and Behavior 432 Lawrence Diller and Sam Goldstein CHAPTER 18 Concluding Remarks 460 Sam Goldstein and Robert Brooks APPENDIX Language Milestones in School-Age Children 465 Janet Goldstein References 469 Author Index 549 Subject Index 571

About the Author :
Sam Goldstein is a member of the faculty at the University of Utah, maintains a private practice at the Neurology, Learning, and Behavior Center in Salt Lake City, Utah, and is on staff at the University Neuropsychiatric Institute. He has written twenty-three books, both for professional and lay audiences, and lectures both internationally and nationally to professionals and parents on practical ways to apply current research. He is the Editor in Chief of the Journal of Attention Disorders and sits on seven editorial boards. Robert B. Brooks is on the faculty of Harvard Medical School and has served as the Director of Psychology at McLean Hospital. He is the author or coauthor of thirteen books and has lectured nationally and internationally to audiences of educators, parents, health care professionals, and businesspeople on topics pertaining to motivation, resilience, school climate, parenting, family relationships, and the qualities of effective leaders.

Review :
"The book is a valuable resource for school psychologists working in consultation with teachers and other educational staff who must deal with issues such as disruptive behaviors, social learning problems, and bullying. Today's school psychologists need a variety of tools to address all the demands of students in the 21st century. This book offers excellent ways to help these children be resilient in today's complex world. It is a must have!" (NASP Communique, Sept 2007)