Table of Contents

• Chapter 1 Introduction to a Prevention-Focused Model of Behavior Support
• Chapter 2 Understanding Behavior
• Chapter 3 Overview of a Functional Approach to Intervention
• Chapter 4 Measuring Behavior in the School
• Chapter 5 Using Data to Make Instructional Decisions
• Chapter 6 A Function-Based Perspective of Classroom Management           
• Chapter 7 Effective Instruction for Behavior
• Chapter 8 Antecedent Interventions in the Classroom
• Chapter 9 Using Consequences to Encourage Student Behavior in the Classroom
• Chapter 10 Designing Individualized Instructional Strategies
• Chapter 11 Creating Environments That Predict Individual Student Success
• Chapter 12 Strategies for Responding to Individual Success: Reinforcement
• Chapter 13 Strategies for Responding to Individual Misbehavior: Punishment Issues
• Chapter 14 Behavior Support Plans
• Appendix A–Behavior Support Plan Template
• Name Index
• Subject Index

About the Author

Terrance M. Scott is a Professor and Distinguished University Scholar at the University of Louisville where he directs the Center for Academic and Behavior Research. He received his Ph.D. in Special Education in 1994 and began his special education career as a counselor in a residential treatment center adjudicated adolescent boys. After receiving his master’s degree in special education he taught in self-contained classrooms and directed public school programs for students with emotional and behavioral disorders.

Peter J. Alter is an Assistant Professor at the University of Louisville. He holds a Ph.D. from the University of Florida. Dr. Alter has published multiple journal articles and book chapters and conducted over 50 regional, national and international presentations on classroom intervention strategies and behavior supports. He is the current co-editor of the professional journal Beyond Behavior. Prior to earning his doctorate, Dr. Alter spent 10 years working with students with challenging behavior including the final six years in Florida public schools as a teacher of students with emotional and behavioral disorders in self-contained settings.

Cynthia M. Anderson is an Associate Professor at University of Oregon. She is the Department Chair of Special Education and Clinical Sciences within the College of Education. She holds her PhD in Clinical Child Psychology from West Virginia University and is a licensed psychologist. Dr. Anderson has published over 60 books, chapters, and training documents on behavior supports and systems-change in education. She regularly conducts trainings, workshops, and presentations for educators on behavior support and systems-change. Her research interests focus on functional behavior assessment and intervention, secondary interventions for behavior disorders, and school-wide systems change.