Behavior Management: Applications for Teachers, Third Edition, continues to provide readers with both technical and functional understanding of applied behavior analysis, as well as a discussion of the everyday applications of behavior management in classrooms and other educational settings. We try to communicate this information in language that is understandable to professionals and paraprofessionals. As with the second edition, readers will observe several major differences with this text compared to other behavior management or applied behavior management texts. These differences are based on our own values regarding the management of behavior and the recognition of current trends in society.
Some readers might be surprised to find a chapter devoted to formal or standardized behavioral assessment (Chapter 2). However, because more than 250 million standardized tests are administered each year to American schoolchildrenmany as a result of perceived "behavioral problems"we want to be sure that our readers understand the purpose of formal/ standardized behavioral assessments, when and how they should be employed, and their limitations. Examples of many behavioral assessment tools are provided in Chapter 2.
A new chapter to this third edition, Chapter 3, discusses the techniques and issues of functional assessment-now required by many school districts and considered by many as more important and useful for teachers than standardized behavioral assessment.
Cognitive behavior management and social skills training, while significant methods in the behavioral management literature, have been largely ignored in current behavior management texts. In view of this, Chapters 6 and 7 include information that will help fill that void for readers who would like to gain an understanding of behavior management beyond the traditional methods of applied behavior analysis. In addition, these chapters reinforce our belief that the best behavior management strategy is the teaching and reinforcement of appropriate, prosocial behaviors.
Another new chapter to this third edition is Chapter 10, which discusses legal considerations. With changes in the law and many court rulings regarding discipline in schools, this important chapter provides up-to-date information to educators regarding the legal issues and behavior management in the schools.
We recognize the growing preschool field and the expansion of day care and other services provided for infants, toddlers, and preschoolers. Although the basic principles of behavior management apply for all children, preschool teachers and day-care workers must understand that infants and young children have unique characteristics that demand special consideration. The growing number of early childhood programs require that we address this population directly, and so we acknowledge the issues of early childhood behavior in Chapter 11.
Adolescent issues are also a significant and growing concern to many educators. The number of adolescents referred to out-of-home treatment facilities is at an all-time high. Clearly, this population requires special attention in the field of behavior management, and we address these special issues directly in Chapter 12.
A person's behavior is influenced by his or her ethnic background, culture, and family customs. In Chapter 13 we urge all educators to learn about and become sensitive to the cultural influences on children's behavior. The danger of stereotyping is always possible while writing about these multicultural issues. We have tried to avoid this trap, recognizing the uniqueness of all individuals, while at the same time acknowledging the influence of traditions and customs of those who share a common ethnic and cultural background.
Finally, we recognize that the best and most effective behavior management strategy is the teaching and reinforcement of appropriate behaviors and social skills. This belief is integrated throughout the text.
This text includes the basic mechanics of applied behavior analysis (Chapters 1, 3, 4, 5, and 8). In many areas, the text breaks from the traditional applied behavior analysis texts and includes current topics and issues in behavior management (Chapters 2, 6, 7, 9,10,11,12, & 13). We hope our readers will find these additional chapters useful and informative. We also hope that our readers will share their thoughts with us on how this third edition may be improved. We welcome and look forward to your comments. AUDIENCE
This text is designed for use in both undergraduate and graduate behavior management, classroom management, or applied behavior management courses. The text is appropriate for the preservice and in-service training of regular and special educators; preschool, elementary, and secondary educators; educational administrators; counselors; psychologists; and social workers. ACKNOWLEDGMENTS
First, we thank three individuals who made chapter contributions to this project: Dr. Mitchell Yell and Dr. T. Rowand Robinson from the University of South Carolina, who contributed Chapter 6 on cognitive behavior modification and Chapter 10 on legal considerations; and Susan Bishop Zirpoli, Special Education Teacher at East Middle School in Westminster, Maryland, who contributed Chapter 11 on issues in early childhood behavior.
Second, we thank those at the University of St. Thomas and Western Maryland College who both encouraged and supported our work. Special thanks to Dr. Joel Macht, professor at Western Maryland College, for his functional assessment of the second edition and his considerable assistance and encouragement with this third edition. A special thanks to Christene Sirois, professional staff member at the University of St. Thomas, whose compassion and expertise in technical assistance was greatly appreciated.
Third, we thank the reviewers of the manuscript for their timely and helpful reviews: Lawrence A. Beard, Georgia Southern University; Charlotte Erickson, University of Wisconsin, LaCrosse; Sharon Lynch, Sam Houston State University; and Carolyn Talbert-Johnson, University of Dayton.
Finally, we appreciate the advice, assistance, and support from the professionals at Prentice Hall, especially Ann Davis, Pat Grogg, and Sheryl Langner.
Thomas J. Zirpoli
Kristine J. Melloy
--This text refers to an out of print or unavailable edition of this title.