Table of Contents
Preface
Section I: Behavior and Instruction
- The Teacher Defined - What it means to be a teacher
- Effective Teachers Provide Effective Instruction - Teachers use effective practices
- Evidence, and Probability in Defining Effective Teaching Practice - Some things work better than other things
- Behavior - Communicating about what students do and don’t do
- Assessing Behavior - Knowing why behavior happens so we can identify what to teach
Section II: The Daily Grind
- Setting up a Classroom - Arranging environments to predict maximum success
- Planning Instruction I: The Learner - Planning for what to teach and gather materials
- Planning Instruction II: The Lesson - Planning and sequencing examples for instruction
- Presenting Instruction - Providing effective and engaging instruction
- Providing Consequences for Behavior - Feedback as an essential part of instruction
Section III: Individualized Strategies
- Measuring Behavior - Assessing the degree to which instruction has been effective
- Systems, Tricks, and Strategies in the Classroom
- Ignoring Game
- Group contingencies
- Behavior Momentum
- Choice
- Differential Reinforcement for Inappropriate Behaviors
- Differential Reinforcement for Extreme Behaviors
- Differential Reinforcement for Too Frequent Behaviors
- Good Behavior Game
- Positive Peer Reporting
- Self-Management
- Token Economies
- Phase Level Systems
- Responding to Escalations and Crises
- Basic Considerations
- Non-Compliant and Defiant Behaviors
- Disrespectful Behavior
- Disruption
- Provocative Behavior
- Fighting and Aggressive Behavior
Checklist for Effective Teaching
References
Index