A Positive Approach to Understanding and Addressing Challenging Behaviors. Supporting Educators and Families To Include Students with Emotional and Behavioral Difficulties in Regular Education.

Autor/inn/en	Topper, Karen; und weitere
Institution	Vermont Univ., Burlington. Center for Developmental Disabilities.; Vermont State Dept. of Education, Montpelier.
Titel	A Positive Approach to Understanding and Addressing Challenging Behaviors. Supporting Educators and Families To Include Students with Emotional and Behavioral Difficulties in Regular Education.
Quelle	(1994), (112 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Behavior Change; Behavior Disorders; Behavior Problems; Classroom Techniques; Elementary Secondary Education; Emotional Disturbances; Inclusive Schools; Mainstreaming; Parent Teacher Cooperation; Problem Solving; Social Integration; Student Behavior; Student Evaluation; Teacher Student Relationship; Teamwork + Suchen Sie Ihr Suchwort? Klassenführung; Gefühlsstörung; Inclusive school; Integrative Schule; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Problemlösen; Soziale Integration; Student behaviour; Schülerverhalten; Schulnote; Studentische Bewertung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This manual is intended to help educators and families address students' behavioral problems so that students with emotional and behavioral difficulties can be included in regular education. Chapter 1 is an introduction and uses vignettes to identify supports that students, educators, and families say they need. Chapter 2 offers case studies on how to devise a support plan for students with challenging behavior. A team approach is emphasized. The third chapter focuses on establishing the collaborative team. It provides checklists for educators and families, identifies who should be on the team, and considers how such teams make decisions and solve problems. Chapter 4 considers the importance of getting to know the student and understanding the problem behavior's functions. The fifth chapter offers suggestions for identifying student supports, including ways to facilitate students supporting each other and the effects of various teaching styles. The selection and teaching of replacement behaviors are discussed in the sixth chapter. Chapter 7 looks at the importance of appropriately responding to challenging behaviors, noting the effects of emotion, school discipline policies, and the need to neutralize a tense situation and refocus students. The final chapter focuses on specific ways to include students with challenging behavior in regular class activities, monitor progress, and plan transitions. Attached is a list of 84 recommended resources. (Contains 18 endnotes.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC