Behavioral Interventions in Schools
Available formats
Without effective behavior management, a positive and productive classroom environment is impossible. And while 50 years of scientific research supports the efficacy of behavioral interventions in the classroom, school psychologists and teachers are often unaware of these interventions or how to apply them.
In this new edition of a landmark volume, Steven G. Little and Angeleque Akin-Little present a three-pronged approach to strengthening educators' understanding of the behavioral model.
Contributors first describe the research foundations of behavioral interventions — a necessary understanding for these strategies to be implemented effectively and with integrity. Next, recognizing the rise in diagnoses of autism spectrum disorder (ASD), new chapters describe screening and diagnosis of ASD, discrete trial training, pivotal response training, verbal behavior interventions, and structured teaching approaches. Authors also explain how to use cognitive behavior therapy interventions with children and families to treat a variety of symptoms and behaviors.
This book will provide school psychologists, counselors, social workers, school administrators, and teachers with the intervention and prevention strategies they need to succeed in today's classroom.
Contributors
Series Foreword
Michelle M. Perfect
Acknowledgments
Introduction
Steven G. Little and Angeleque Akin-Little
I. Foundations of Behavioral Interventions
- Narrative Reports and Recordings for Behavioral Problem–Solving in Schools
Christopher H. Skinner - School-Wide Positive Behavioral Interventions and Supports: A Systems-Level Application of Behavioral Principles
Brandi Simonsen and George Sugai - Classroom Management
Joseph H. Wehby and Kathleen Lynne Lane - Reductive Procedures: Positive Approaches to Reducing the Incidence of Problem Behavior
Steven G. Little and Angeleque Akin-Little - Generalization and Maintenance
Jamie L. Pratt, Garry D. Wickerd, and Mark W. Steege - Effect of Extrinsic Reinforcement on "Intrinsic" Motivation: Separating Fact From Fiction
Angeleque Akin-Little and Steven G. Little - Applied Behavior Analysis in Education: The Role of the Board Certified Behavior Analyst
Mark D. Shriver - Behavioral Interventions for Academic Performance: A Summary of the Literature
Robin S. Codding, Kourtney R. Kromminga, and Kristin Running - Adults as Change Agents: Applications of Behavioral Consultation
William P. Erchul, Ann C. Schulte, Austin H. Johnson, and Cathleen A. Geraghty
II. Working With Children With Autism Spectrum Disorder
- Autism Spectrum Disorder: Screening and Diagnosis
Steven G. Little, Angeleque Akin-Little, and Geri M. Harris - Overview of Applied Behavior Analysis and Early Intervention for Autism Spectrum Disorder
Caitlin Irwin and Judah B. Axe - Discrete Trial Training: A Structured Learning Approach for Children With ASD
Jeff Sigafoos, Amarie Carnett, Mark F. O'Reilly, and Giulio E. Lancioni - Classroom Pivotal Response Teaching
Rianne Verschuur, Bibi Huskens, and Laurie - Verbal Behavior Intervention in Autism Spectrum Disorders
Elizabeth R. Lorah, Matt Tincani, and Ashley Parnell - Video-Based Interventions for Children With Autism Spectrum Disorder
Steven G. Little, Lauretta K. Montes, John Spangler, and Angeleque Akin-Little - TEACCH and Other Structured Approaches to Teaching
Laurie McLay, Sarah Hansen, and Amarie Carnett
III. Cognitive Behavior Therapy
- What Is Cognitive Behavior Therapy?
Raymond DiGiuseppe, Rachel Venezia, and Roseanne Gotterbarn - Cognitive Behavior Therapy With Children
Mark D. Terjesen, Tamara Del Vecchio, and Nora Gerardi - Application of Alternatives for Families: A Cognitive Behavioral Therapy to School Settings
Carrie B. Jackson, Laurel A. Brabson, Amy D. Herschell, and David J. Kolko - Trauma-Focused Cognitive Behavior Therapy
Steven G. Little and Angeleque Akin-Little
Index
About the Editors
Steven G. Little, PhD, is currently on the clinical psychology faculty at Walden University.
Dr. Little earned his PhD in school psychology from Tulane University in 1987 and has taught and directed programs at various universities in the United States and New Zealand. He has published extensively in the school psychology and applied behavioral analysis (ABA) literature, served as president, and is a Fellow of APA Division 16 (School Psychology).
He has served on the editorial boards of numerous journals as diverse as the Journal of Social Psychology to school psychology and ABA journals. His main research and practice interest is in behavioral interventions with children in homes and schools, with a specific focus on video self-modeling and holistic approaches to behavioral interventions with children.
Dr. Little is also assistant director of the Svarcanas Centre, which is dedicated to research and practice in the area of healing through asanas, meditation, and pranayama practice.
Angeleque Akin-Little, PhD, is director of the Svarcanas Centre and president of Akin-Little and Little Behavioral Psychology Consultants, PLLC.
She earned her PhD in school psychology from the University of Southern Mississippi in 1999 and is a licensed psychologist and board-certified behavior analyst (BCBA-D). She has served on the faculty at a number of universities in the United States and New Zealand and is a Fellow of APA Division 16.
Her main research and practice interests are in the area of behavioral interventions in homes and schools, particularly, applied behavior analysis with children with autism spectrum disorder and holistic approaches to behavioral interventions with children. She is also a certified yoga instructor (200 hours).
I highly recommend this text to any school psychology, school counseling, or special education program that wants its students to see the benefits of applying behavioral interventions in educational settings. It will also be valuable for enhancing educators' and administrators' awareness and understanding of evidence-based programs.
—Barry S. Parsonson, PhD
Applied Psychology International, New Zealand
This is just what the field needs right now. The emphasis on evidence and use of meta-analysis findings gives the book substance and authority. It is likely to become the go-to resource for practitioners who want to make a difference in students' lives.
—Tom Nicholson, PhD
Distinguished Friend, Massey University, New Zealand; coauthor of Writing for Impact: Teaching Students How to Write With a Plan and Spell Well