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Behavior Management


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Table of Contents

Foreword Ruth Eren Introduction Norris M. Haynes Chapter One: Overview of Learning Theories That Undergird Traditional Behavior Management Approaches Norris M. Haynes Chapter Two: The Seven Step Approach to Behavior Management Norris M. Haynes Chapter Three: Data Collection and Analysis Procedures Norris M. Haynes with Nicole Shlomo Chapter Four: Behavioral Interventions for Autism: A Brief Review of Two Approaches Matthew Curry, Nicole Messina, and Nicole Shlomo Chapter Five: Response to Intervention and Positive Behavior Intervention and Supports Taylor Carroll, Randi Lawlor, and Justin Phee Chapter Six: Cognitive Behavior Management Ashley Camera, Kathleen Esposito, and Catherine O'Brien Chapter Seven: Social and Emotional Learning and Character Education Approaches Ludmila Rodrigues, Inva Merolli, Jesse Crandall, and Norris M. Haynes Chapter Eight: Yoga with Children: A New Approach to Behavioral Intervention Alysia Tanasi, Cindy Videira, Jenelle Newcomb, and Adriana Diaz Chapter Nine: Implementing Behavior Management Approaches In Supportive School Contexts: Addressing High-Risk Behaviors Among At-Risk Students Patricia De Barbieri, Joy E. Fopiano, and Norris M. Haynes Chapter Ten: Systemic Personalized and Developmentally Appropriate Behavior Management Norris M. Haynes Index

About the Author

Norris M. Haynes, Ph.D., is a professor and director of the Center for Community and School Action Research at Southern Connecticut State University. He is also a clinical professor at the Yale University Child Study Center, Yale School of Medicine. Haynes is a fellow of the American Psychological Association and holds diplomate status in the International Academy for Behavioral Medicine, Counseling and Psychotherapy.


Traditional approaches to behavior management have provided effective strategies for decades in helping school staff, parents, and others address challenging behaviors among children and youth. . . . Yet, insights from studies in such fields as child development, neuropsychology, cognitive science, cultural anthropology, and systemic school reform clearly support the case for expanded perspectives of behavior management. The expanded approaches discussed by Professor Haynes and [his] colleagues in this book recognize the importance of human development and social contexts in framing behavior management strategies. They validate the cognitive and emotional capacities of children and youth to monitor and regulate their own behaviors with guidance and support from adults. I highly recommend this book as required reading for those who teach or work with children in schools, teach behavior management in colleges and universities, and those who are engaged in behavioral interventions in any setting. -- James P. Comer, MD, MPH, Maurice Falk Professor of Child Psychiatry, Yale University and founder, Yale Child Study Center School Development Program

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