Behavioral Interventions in Schools: Evidence-Based Positive Strategies

362 Pages·2009·1.11 MB·English

by  Angeleque Akin-Little

Behavioral interventions
in schools
SCHOOL PSYCHOLOGY BOOK SERIES
Health-Related Disorders in Children and Adolescents: A Guidebook for
Understanding and Educating
Edited by LeAdelle Phelps
Enhancing Relationships Between Children and Teachers
Robert C. Pianta
Working With Parents of Aggressive Children: A Practitioner’s Guide
Timothy A. Cavell
Empowered Families, Successful Children: Early Intervention Programs That
Work
Susan Epps and Barbara J. Jackson
School-Based Mental Health Services: Creating Comprehensive and Culturally
Specific Programs
Bonnie Kaul Nastasi, Rachel Bernstein Moore, and Kristen M. Varjas
Working With Parents of Noncompliant Children: A Guide to Evidence-Based
Parent Training for Practitioners and Students
Mark D. Shriver and Keith D. Allen
Behavioral Interventions in Schools: Evidence-Based Positive Strategies
Edited by Angeleque Akin-Little, Steven G. Little, Melissa A. Bray,
and Thomas J. Kehle
Behavioral interventions
in schools
Evidence-Based Positive Strategies
Edited by
Angeleque Akin-Little, Steven G. Little, Melissa A. Bray, and Thomas J. Kehle
American Psychological Association • Washington, DC
Copyright © 2009 by the American Psychological Association. All rights reserved. Except
as permitted under the United States Copyright Act of 1976, no part of this publication
may be reproduced or distributed in any form or by any means, including, but not limited
to, the process of scanning and digitization, or stored in a database or retrieval system,
without the prior written permission of the publisher.
Published by
American Psychological Association
750 First Street, NE
Washington, DC 20002
www.apa.org
To order
APA Order Department
P.O. Box 92984
Washington, DC 20090-2984
Tel: [phone]; Direct: [phone]
Fax: [phone]; TDD/TTY: [phone]
Online: www.apa.org/books/
E-mail: [email protected]
In the U.K., Europe, Africa, and the Middle East, copies may be ordered from
American Psychological Association
3 Henrietta Street
Covent Garden, London
WC2E 8LU England
Typeset in Goudy by Stephen McDougal, Mechanicsville, MD
Printer: McNaughton & Gunn, Saline, MI
Cover Designer: Naylor Design, Washington, DC
Technical/Production Editor: Emily Welsh
The opinions and statements published are the responsibility of the authors, and such
opinions and statements do not necessarily represent the policies of the American
Psychological Association.
Library of Congress Cataloging-in-Publication Data
Behavioral interventions in schools : evidence-based positive strategies / edited by
Angeleque Akin-Little . . . [et al.]. — 1st ed.
p. cm.
Includes bibliographical references and index.
ISBN-13: 978-1-4338-0460-1
ISBN-10: 1-4338-0460-3
1. Behavior modification. 2. Problem children—Behavior modification. 3. Problem
children—Education. 4. Behavioral assessment. I. Akin-Little, Angeleque.
LB1060.2.B443 2009
370.15'28—dc22 2009006715
British Library Cataloguing-in-Publication Data
A CIP record is available from the British Library.
Printed in the United States of America
First Edition
CONTENTS
Contributors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Angeleque Akin-Little, Steven G. Little, Melissa A. Bray,
and Thomas J. Kehle
I. Foundations for Designing School-Based Behavioral
Interventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Chapter 1. Behavioral Consultation . . . . . . . . . . . . . . . . . . 13
William P. Erchul and Ann C. Schulte
Chapter 2. Behavioral Assessment in the Schools . . . . . . . 27
T. Steuart Watson and Tonya S. Watson
Chapter 3. Introduction to Functional Behavioral
Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
George H. Noell and Kristin A Gansle
Chapter 4. The Importance of Treatment Integrity in
School-Based Behavioral Intervention. . . . . . . 59
Brian K. Martens and Laura Lee McIntyre
Chapter 5. The True Effects of Extrinsic Reinforcement
on “Intrinsic” Motivation . . . . . . . . . . . . . . . . . 73
Angeleque Akin-Little and Steven G. Little
v
II. Systematic Approaches to Prevention and Intervention. . . . 93
Chapter 6. An Introduction to Cognitive Behavior
Therapies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Raymond DiGiuseppe
Chapter 7. Improving Children’s Fluency in Reading,
Mathematics, Spelling, and Writing: A Review
of Evidence-Based Academic Interventions. . . 111
Tanya L. Eckert, Robin M. Codding, Adrea J.
Truckenmiller, and Jennifer L. Rheinheimer
Chapter 8. School-Wide Positive Behavior Support:
A Systems-Level Application of Behavioral
Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Brandi Simonsen and George Sugai
Chapter 9. Proactive Instructional Strategies for
Classroom Management . . . . . . . . . . . . . . . . . . 141
Joseph H. Wehby and Kathleen Lynne Lane
Chapter 10. Applying Group-Oriented Contingencies in
the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Christopher H. Skinner, Amy L. Skinner,
and Bobbie Burton
Chapter 11. Classroom Application of Reductive
Procedures: A Positive Approach . . . . . . . . . . . 171
Steven G. Little, Angeleque Akin-Little,
and Clayton R. Cook
Chapter 12. Generalization and Maintenance of Learned
Positive Behavior. . . . . . . . . . . . . . . . . . . . . . . . 189
Mark W. Steege and Erin Sullivan
III. Specific Behavioral Techniques . . . . . . . . . . . . . . . . . . . . . 203
Chapter 13. Using Response to Intervention for
Identification of Specific Learning
Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Frank M. Gresham
Chapter 14. Daily Report Cards: Home-Based Consequences
for Classroom Behavior . . . . . . . . . . . . . . . . . . . 221
Mary Lou Kelley and Nichole Jurbergs
vi CONTENTS
Chapter 15. Self-Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . 231
Thomas J. Kehle and Melissa A. Bray
IV. Customizing Behavioral Strategies for Special
Populations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
Chapter 16. Practical Strategies in Working With Difficult
Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247
William R. Jenson, Elaine Clark, and
Jason Burrow-Sanchez
Chapter 17. Behavioral Interventions With Externalizing
Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265
George J. DuPaul and Lisa L. Weyandt
Chapter 18. Interventions for Internalizing Disorders . . . . . 281
Thomas J. Huberty
Chapter 19. Behavioral Interventions for Preschoolers . . . . 297
David W. Barnett and Renee O. Hawkins
Chapter 20. Behavioral Interventions and Autism in the
Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311
Susan M. Wilczynski, Laura Fisher,
Lauren Christian, and Jesse Logue
Chapter 21. Trauma-Focused Cognitive Behavior
Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325
Steven G. Little and Angeleque Akin-Little
Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335
About the Editors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349
CONTENTS vii

CONTRIBUTORS
Angeleque Akin-Little, PhD, Behavioral, Educational, and Research
Consultants, Auckland, New Zealand
David W. Barnett, PhD, University of Cincinnati, Cincinnati, OH
Melissa A. Bray, PhD, University of Connecticut, Storrs
Jason Burrow-Sanchez, PhD, University of Utah, Salt Lake City
Bobbie Burton, PhD, The University of Tennessee, Knoxville
Lauren Christian, MA, National Autism Center, Randolph, MA
Elaine Clark, PhD, University of Utah, Salt Lake City
Robin M. Codding, PhD, University of Massachusetts–Boston
Clayton R. Cook, PhD, Louisiana State University, Baton Rouge
Raymond DiGiuseppe, PhD, St. John’s University and The Albert Ellis
Institute, New York, NY
George J. DuPaul, PhD, Lehigh University, Bethlehem, PA
Tanya L. Eckert, PhD, Syracuse University, Syracuse, NY
William P. Erchul, PhD, North Carolina State University, Raleigh
Laura Fisher, PsyD, National Autism Center, Randolph, MA
Kristin A Gansle, PhD, Louisiana State University, Baton Rouge
Frank M. Gresham, PhD, Louisiana State University, Baton Rouge
Renee O. Hawkins, PhD, University of Cincinnati, Cincinnati, OH
Thomas J. Huberty, PhD, Indiana University, Bloomington
William R. Jenson, PhD, University of Utah, Salt Lake City
Nichole Jurbergs, PhD, St. Jude Children’s Research Hospital, Memphis,
TN
Thomas J. Kehle, PhD, University of Connecticut, Storrs
Mary Lou Kelley, PhD, Louisiana State University, Baton Rouge
Kathleen Lynne Lane, PhD, Vanderbilt University, Nashville, TN
Steven G. Little, PhD, Massey University, Auckland, New Zealand
Jesse Logue, BA, National Autism Center, Randolph, MA
ix