Understanding and Managing Children's Classroom Behavior: Creating Sustainable, Resilient Classrooms, 2nd Edition
"This book sets the standard in delivering a comprehensive, state-of-the-art approach for understanding, treating, and preventing classroom behavior difficulties. It should be on the bookshelves of all professionals who work in school settings. I will certainly recommend this text to my colleagues and students."
George J. DuPaul, PhD, Professor of School Psychology, Associate Chair, Education and Human Services, Lehigh University
A classic guide to creating a positive classroom environment
Covering the most recent and relevant findings regarding behavior management in the classroom, this new edition of Understanding and Managing Children's Classroom Behavior has been completely updated to reflect the current functional approach to assessing, understanding, and positively managing behavior in a classroom setting.
With its renewed focus on the concept of temperament and its impact on children's behavior and personality, Understanding and Managing Children's Classroom Behavior emphasizes changing behavior rather than labeling it.
Numerous contributions from renowned experts on each topic explore:
How to identify strengths and assets and build on them
Complete functional behavioral assessments
The relationship between thinking, learning, and behavior in the classroom
Practical strategies for teachers to improve students' self-regulation
How to facilitate social skills
Problem-solving approaches to bullies and their victims
Medications and their relationship to behavior
The classic guide to helping psychologists, counselors, and educators improve their ability to serve all students, Understanding and Managing Children's Classroom Behavior, Second Edition will help educators create citizens connected to each other, to their teachers, to their families, and to their communities.
Sam Goldstein is a member of the faculty at the University of Utah, maintains a private practice at the Neurology, Learning, and Behavior Center in Salt Lake City, Utah, and is on staff at the University Neuropsychiatric Institute. He has written twenty-three books, both for professional and lay audiences, and lectures both internationally and nationally to professionals and parents on practical ways to apply current research. He is the Editor in Chief of the Journal of Attention Disorders and sits on seven editorial boards.
Robert B. Brooks is on the faculty of Harvard Medical School and has served as the Director of Psychology at McLean Hospital. He is the author or coauthor of thirteen books and has lectured nationally and internationally to audiences of educators, parents, health care professionals, and businesspeople on topics pertaining to motivation, resilience, school climate, parenting, family relationships, and the qualities of effective leaders.
• Parallel structures of Parts 2 and 3 make straightforward the movement from understanding obstacles to putting solutions into practice. Problems presented in Part 2 are addressed by solutions outlined in Part 3.
• Sam Goldstein and Bob Brooks have written every chapter, ensuring clarity and focus without losing the benefit of expert advice in several sub fields, including: Jack Naglieri, Lauren Braswell, Sandra Reif, Dawn Reinemann, Susan Sheridan, and Myrna Shure.
• Proven author Sam Goldstein is joined by Bob Brooks to make a classic guide for school psychologists, counselors, and consultants the best resource for creating a positive classroom environment.
—Jack A. Naglieri,Ph.D., National Association of School Psychologists, 2007
"I strongly recommend this book to educators who are interested in helping all of their students become successful learners."
—Steven W. Evans, Ph.D., Director, Alvin V. Baird Attention & Learning Disabilities Center, James Madison University, Harrisonburg, VA
"This book sets the standard in delivering a comprehensive, state-of-the-art approach for understanding, treating and preventing classroom behavior difficulties. It should be on the bookshelves of all professionals who work in school settings. I will certainly recommend this text to my colleagues and students."
—George J. DuPaul, Ph.D., Professor of School Psychology, Associate Chair, Education and Human Services, Lehigh University