Table of Contents

Introduction
Section One: A Proactive Approach
1. A Proactive Approach - Emphasizing Student Success
Section Two: A Model
2. Analyzing Acting-Out Behavior
3. A Seven-Phase Model for Describing Acting-Out Behavior
Section Three: Strategies for Managing Each Phase of the Acting-Out Cycle
4. Structuring the Classroom to Enhance Instruction, Phase 1
5. Instructional Practices for Engaging Students, Phase 1
6. Precorrection Strategies for Triggers, Phase 2
7. Functional Behavioral Assessment for Triggers, Phase 2
8. Teaching Social Skills for Managing Triggers, Phase 2
9. Calming Strategies for Managing Agitation, Phase 3
10. Defusing Strategies for Managing Acceleration, Phase 4
11. Safe Management Strategies for Peak Behavior, Phase 5
12. Reintegration Strategies for De-escalation, Phase 6
13. Resumption Strategies for Recovery, Phase 7
Section Four: Closing
14. Summary and Case Study
Appendices
References

About the Author

Geoff Colvin draws on his experience as a classroom teacher and administrator, researcher at the University of Oregon, and national public school consultant. Recognized as a national expert on the subjects of school safety and violence prevention, Colvin has provided inservice training for teachers and administrators in more than 100 school districts and agencies nationally and internationally. He recently served as research associate at the University of Oregon and independent consultant in the areas of schoolwide discipline, school climate, school safety, and violence prevention, and has also directed a juvenile detention school and a program for seriously emotionally disturbed youth. Colvin has authored more than sixty publications, books, book chapters, journal articles, and video programs on the subject of teaching and managing students with problem behavior. Terrance M. Scott is the Associate Dean for Research and is a Professor and Distinguished University Scholar in the College of Education and Human Development at the University of Louisville. He began his career as a counselor in residential treatment and has worked with students with challenging behaviors across a variety of settings. Having received his Ph.D. in Special Education at the University of Oregon, he has conducted over 1000 presentations and training activities throughout the U.S. and across the world, and has successfully competed for more than $12.5 million in external grant funding. In 2004 he received the Distinguished Early Career Award from the Research Division of the International Council for Exceptional Children and in 2012 he received the Outstanding National Leadership Award from the Council for Children with Behavior Disorders and was elected President of this organization in 2013. His research interests focus on school-wide prevention systems, the role of instructional variables in managing student behavior, functional behavior assessment/intervention, and scientific research in education. He lives in Louisville, KY with his wife of 30 years, Anne.

Reviews

"This book is a must-have resource for any classroom teacher in today’s school setting. The authors have translated decades of behavioral research into teacher relevant language and provided real-world examples of how the behavioral support concepts and strategies work. It includes helpful curriculum ideas, tables, classroom tools, and visuals for students. This book will be my new "go-to" resource on helping students with challenging behaviors."
*Amy M. Owsley, First Grade Teacher*

"This book is a ′must have′ resource for any teacher looking for a straightforward approach to teaching students how to manage their own behavior. Colvin and Scott have developed a guide that provides teachers with the clear steps and tools to dramatically impact student behavior in any classroom. "
*Sharon Carter, School improvement Specialist, New York*