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. He has over 70 published articles, book chapters, and training media in the areas of behavioral disorders and behavioral support systems and is a past editor of the professional journal Beyond Behavior. In 2004, he received the Distinguished Early Career Award from the Research Division of the International Council for Exceptional Children. His main research interests are related to students with challenging behavior, with special focus on school-wide prevention, effective instruction, functional behavior assessment, and effective classroom and behavior management.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. He was the winner of the 2006 Carl Fenichel Memorial Research Award for the outstanding dissertation in the area of behavior disorders.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. Dr. Anderson is an Associate Editor for School Psychology Review and is on the editorial boards for Journal of Applied Behavior Analysis, Journal of Positive Behavior Interventions, The Behavior Analyst, and Journal of School Psychology.

• Chapter 1Introduction to a Prevention-Focused Model of Behavior SupportDiscipline Problems in the SchoolThe “Causes” of MisbehaviorSummaryProactive ManagementPreventing Failure by Promoting SuccessPrevention and the Academic-Social Behavior ConnectionA Three-Tiered Approach to Proactive ManagementChapter ReviewChapter 2Understanding BehaviorA Functional ApproachAssumptions of a Functional ModelBehavior Is LearnedBehavior Is LawfulBehavior Can Be ChangedApplying the Functional Model to Student BehaviorDefine What the Person Says or DoesIdentify Key Features of the EnvironmentAntecedent EventsConsequencesChapter ReviewChapter 3Overview of a Functional Approach to InterventionAssessment from a Functional PerspectiveFunction of BehaviorFunctional Behavior AssessmentStep 1: Defining BehaviorStep 2: Assess Predictable PatternsStep 3: Developing a Hypothesis About the Function of BehaviorConducting an FBASummary: Understanding Behavior Through a Functional Behavior AssessmentChapter ReviewChapter 4Measuring Behavior in the SchoolDefining BehaviorDimensions of BehaviorMeasurement ProcessStep 1: Determine What to MonitorStep 2: Determine the Simplest Way to Collect DataStep 3: Monitor Behavior in a Consistent MannerStep 4: Use Data to Evaluate and Make DecisionsBehavior Monitoring MethodsEvent-Based RecordingTime-Based RecordingDecision ModelChapter ReviewChapter 5Using Data to Make Instructional DecisionsScope and Sequence: What Should Be Taught First, Second. . .?Performing a Task Analysis: How Is It Done?Goals and Objectives: Plans for Teaching and EvaluationEducational Goal StatementInstructional ObjectivesWriting Instructional Objectives: ProcessEvaluating InstructionGraphing Behavior: Visual Representations of PerformanceEvaluating PerformanceAim LinesTrend LinesData-Based Decision MakingDetermining Effectiveness of the PlanDecisions: Successful PerformanceChapter ReviewChapter 6A Function-Based Perspective of Classroom Management Rationale for Assessing a ClassroomMatching the Intervention to the ClassroomEmphasizing Educative Behavior ManagementConducting a Functional Behavior Assessment of the ClassroomFocus on Functional RoutinesUsing a Scatter Plot to Identify Problematic RoutinesAntecedents and ConsequencesAntecedent VariablesSetting Events and Contextual Variables Affecting Behavior in the ClassroomActivities as Possible Setting EventsDiscriminative StimuliIdentifying Cues for Appropriate BehaviorConsequencesConsequences for Inappropriate BehaviorWhat Consequences Follow Problem Behavior?Which Consequences Are Reinforcing the Behavior?Consequences for Appropriate BehaviorSummaryChapter ReviewAppendix A–Functional Assessment for Classroom Environments TemplateAppendix B–Functional Assessment for Classroom Environments ExampleChapter 7Effective Instruction for Behavior The Importance of InstructionInstruction = Maximizing Success RatesThe Academic-Behavior ConnectionKey Features of Effective InstructionEffective Instruction for BehaviorFacilitating InstructionConsiderationsChapter ReviewChapter 8Antecedent Interventions in the ClassroomChanging Setting Events to Improve Student BehaviorChanging the Physical Layout of the RoomDefining and Teaching Expected BehaviorStructure of RoutinesSupervision StyleActivities That Occur Before or After ClassManipulating the Effects of Discriminative StimuliSummaryChapter ReviewChapter 9Using Consequences to Encourage Student Behavior in the ClassroomTeachers’ Objections to ReinforcementPositive ReinforcementNegative ReinforcementAcknowledging Appropriate BehaviorAttention as a ReinforcerActivity ReinforcersTangible ReinforcersWhole-Class Formal Acknowledgment SystemsThe Good Behavior GameTeachers Need Reinforcement TooChapter ReviewChapter 10Designing Individualized Instructional StrategiesReplacement BehaviorsInstructionErrorless LearningShapingChainingInstructional ManipulationsModelingProvide Opportunities to RespondManipulate Task DifficultyConstant Time DelayGuided PracticeChapter ReviewChapter 11Creating Environments That Predict Individual Student SuccessAntecedent InterventionsTeacher/Student RelationshipsConsistent Routines and Physical ArrangementPrompts and CuesAntecedent Compliance StrategiesMaintenance and GeneralizationChapter ReviewChapter 12Strategies for Responding to Individual Success: ReinforcementChoosing Behaviors to ReinforceIdentifying the Reinforcers (What?)Using Reinforcers (How?)Token EconomiesBehavior ContractsSchedules of Reinforcement (When?)Tracking Progress (Is the Reinforcement Working?)SummaryChapter ReviewChapter 13Strategies for Responding to Individual Misbehavior: Punishment IssuesPunishment IssuesPunishment StrategiesVerbal and Nonverbal ReprimandNegative PunishmentResponse CostPositive PunishmentChapter ReviewChapter 14Behavior Support PlansRationale for Behavior Support PlansKey Components of Behavior Support PlansPractices: Key Features of the InterventionAntecedent InterventionsDesired BehaviorsSkill BuildingReinforcementMinimizing ReinforcementSafety PlanSystems for ImplementationData to Guide Decision-MakingPutting It All in Place: The Process of Support PlanningBehavior Support Teams: Who Is Involved?Facilitating Support PlanningChapter ReviewAppendix A–Behavior Support Plan TemplateName IndexSubject Index

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. He has over 70 published articles, book chapters, and training media in the areas of behavioral disorders and behavioral support systems and is a past editor of the professional journal Beyond Behavior. In 2004, he received the Distinguished Early Career Award from the Research Division of the International Council for Exceptional Children. His main research interests are related to students with challenging behavior, with special focus on school-wide prevention, effective instruction, functional behavior assessment, and effective classroom and behavior management.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. He was the winner of the 2006 Carl Fenichel Memorial Research Award for the outstanding dissertation in the area of behavior disorders.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. Dr. Anderson is an Associate Editor for School Psychology Review and is on the editorial boards for Journal of Applied Behavior Analysis, Journal of Positive Behavior Interventions, The Behavior Analyst, and Journal of School Psychology.

• Chapter 1Introduction to a Prevention-Focused Model of Behavior SupportDiscipline Problems in the SchoolThe “Causes” of MisbehaviorSummaryProactive ManagementPreventing Failure by Promoting SuccessPrevention and the Academic-Social Behavior ConnectionA Three-Tiered Approach to Proactive ManagementChapter ReviewChapter 2Understanding BehaviorA Functional ApproachAssumptions of a Functional ModelBehavior Is LearnedBehavior Is LawfulBehavior Can Be ChangedApplying the Functional Model to Student BehaviorDefine What the Person Says or DoesIdentify Key Features of the EnvironmentAntecedent EventsConsequencesChapter ReviewChapter 3Overview of a Functional Approach to InterventionAssessment from a Functional PerspectiveFunction of BehaviorFunctional Behavior AssessmentStep 1: Defining BehaviorStep 2: Assess Predictable PatternsStep 3: Developing a Hypothesis About the Function of BehaviorConducting an FBASummary: Understanding Behavior Through a Functional Behavior AssessmentChapter ReviewChapter 4Measuring Behavior in the SchoolDefining BehaviorDimensions of BehaviorMeasurement ProcessStep 1: Determine What to MonitorStep 2: Determine the Simplest Way to Collect DataStep 3: Monitor Behavior in a Consistent MannerStep 4: Use Data to Evaluate and Make DecisionsBehavior Monitoring MethodsEvent-Based RecordingTime-Based RecordingDecision ModelChapter ReviewChapter 5Using Data to Make Instructional DecisionsScope and Sequence: What Should Be Taught First, Second. . .?Performing a Task Analysis: How Is It Done?Goals and Objectives: Plans for Teaching and EvaluationEducational Goal StatementInstructional ObjectivesWriting Instructional Objectives: ProcessEvaluating InstructionGraphing Behavior: Visual Representations of PerformanceEvaluating PerformanceAim LinesTrend LinesData-Based Decision MakingDetermining Effectiveness of the PlanDecisions: Successful PerformanceChapter ReviewChapter 6A Function-Based Perspective of Classroom Management Rationale for Assessing a ClassroomMatching the Intervention to the ClassroomEmphasizing Educative Behavior ManagementConducting a Functional Behavior Assessment of the ClassroomFocus on Functional RoutinesUsing a Scatter Plot to Identify Problematic RoutinesAntecedents and ConsequencesAntecedent VariablesSetting Events and Contextual Variables Affecting Behavior in the ClassroomActivities as Possible Setting EventsDiscriminative StimuliIdentifying Cues for Appropriate BehaviorConsequencesConsequences for Inappropriate BehaviorWhat Consequences Follow Problem Behavior?Which Consequences Are Reinforcing the Behavior?Consequences for Appropriate BehaviorSummaryChapter ReviewAppendix A–Functional Assessment for Classroom Environments TemplateAppendix B–Functional Assessment for Classroom Environments ExampleChapter 7Effective Instruction for Behavior The Importance of InstructionInstruction = Maximizing Success RatesThe Academic-Behavior ConnectionKey Features of Effective InstructionEffective Instruction for BehaviorFacilitating InstructionConsiderationsChapter ReviewChapter 8Antecedent Interventions in the ClassroomChanging Setting Events to Improve Student BehaviorChanging the Physical Layout of the RoomDefining and Teaching Expected BehaviorStructure of RoutinesSupervision StyleActivities That Occur Before or After ClassManipulating the Effects of Discriminative StimuliSummaryChapter ReviewChapter 9Using Consequences to Encourage Student Behavior in the ClassroomTeachers’ Objections to ReinforcementPositive ReinforcementNegative ReinforcementAcknowledging Appropriate BehaviorAttention as a ReinforcerActivity ReinforcersTangible ReinforcersWhole-Class Formal Acknowledgment SystemsThe Good Behavior GameTeachers Need Reinforcement TooChapter ReviewChapter 10Designing Individualized Instructional StrategiesReplacement BehaviorsInstructionErrorless LearningShapingChainingInstructional ManipulationsModelingProvide Opportunities to RespondManipulate Task DifficultyConstant Time DelayGuided PracticeChapter ReviewChapter 11Creating Environments That Predict Individual Student SuccessAntecedent InterventionsTeacher/Student RelationshipsConsistent Routines and Physical ArrangementPrompts and CuesAntecedent Compliance StrategiesMaintenance and GeneralizationChapter ReviewChapter 12Strategies for Responding to Individual Success: ReinforcementChoosing Behaviors to ReinforceIdentifying the Reinforcers (What?)Using Reinforcers (How?)Token EconomiesBehavior ContractsSchedules of Reinforcement (When?)Tracking Progress (Is the Reinforcement Working?)SummaryChapter ReviewChapter 13Strategies for Responding to Individual Misbehavior: Punishment IssuesPunishment IssuesPunishment StrategiesVerbal and Nonverbal ReprimandNegative PunishmentResponse CostPositive PunishmentChapter ReviewChapter 14Behavior Support PlansRationale for Behavior Support PlansKey Components of Behavior Support PlansPractices: Key Features of the InterventionAntecedent InterventionsDesired BehaviorsSkill BuildingReinforcementMinimizing ReinforcementSafety PlanSystems for ImplementationData to Guide Decision-MakingPutting It All in Place: The Process of Support PlanningBehavior Support Teams: Who Is Involved?Facilitating Support PlanningChapter ReviewAppendix A–Behavior Support Plan TemplateName IndexSubject Index

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. He has over 70 published articles, book chapters, and training media in the areas of behavioral disorders and behavioral support systems and is a past editor of the professional journal Beyond Behavior. In 2004, he received the Distinguished Early Career Award from the Research Division of the International Council for Exceptional Children. His main research interests are related to students with challenging behavior, with special focus on school-wide prevention, effective instruction, functional behavior assessment, and effective classroom and behavior management.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. He was the winner of the 2006 Carl Fenichel Memorial Research Award for the outstanding dissertation in the area of behavior disorders.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. Dr. Anderson is an Associate Editor for School Psychology Review and is on the editorial boards for Journal of Applied Behavior Analysis, Journal of Positive Behavior Interventions, The Behavior Analyst, and Journal of School Psychology.

• Chapter 1Introduction to a Prevention-Focused Model of Behavior SupportDiscipline Problems in the SchoolThe “Causes” of MisbehaviorSummaryProactive ManagementPreventing Failure by Promoting SuccessPrevention and the Academic-Social Behavior ConnectionA Three-Tiered Approach to Proactive ManagementChapter ReviewChapter 2Understanding BehaviorA Functional ApproachAssumptions of a Functional ModelBehavior Is LearnedBehavior Is LawfulBehavior Can Be ChangedApplying the Functional Model to Student BehaviorDefine What the Person Says or DoesIdentify Key Features of the EnvironmentAntecedent EventsConsequencesChapter ReviewChapter 3Overview of a Functional Approach to InterventionAssessment from a Functional PerspectiveFunction of BehaviorFunctional Behavior AssessmentStep 1: Defining BehaviorStep 2: Assess Predictable PatternsStep 3: Developing a Hypothesis About the Function of BehaviorConducting an FBASummary: Understanding Behavior Through a Functional Behavior AssessmentChapter ReviewChapter 4Measuring Behavior in the SchoolDefining BehaviorDimensions of BehaviorMeasurement ProcessStep 1: Determine What to MonitorStep 2: Determine the Simplest Way to Collect DataStep 3: Monitor Behavior in a Consistent MannerStep 4: Use Data to Evaluate and Make DecisionsBehavior Monitoring MethodsEvent-Based RecordingTime-Based RecordingDecision ModelChapter ReviewChapter 5Using Data to Make Instructional DecisionsScope and Sequence: What Should Be Taught First, Second. . .?Performing a Task Analysis: How Is It Done?Goals and Objectives: Plans for Teaching and EvaluationEducational Goal StatementInstructional ObjectivesWriting Instructional Objectives: ProcessEvaluating InstructionGraphing Behavior: Visual Representations of PerformanceEvaluating PerformanceAim LinesTrend LinesData-Based Decision MakingDetermining Effectiveness of the PlanDecisions: Successful PerformanceChapter ReviewChapter 6A Function-Based Perspective of Classroom Management Rationale for Assessing a ClassroomMatching the Intervention to the ClassroomEmphasizing Educative Behavior ManagementConducting a Functional Behavior Assessment of the ClassroomFocus on Functional RoutinesUsing a Scatter Plot to Identify Problematic RoutinesAntecedents and ConsequencesAntecedent VariablesSetting Events and Contextual Variables Affecting Behavior in the ClassroomActivities as Possible Setting EventsDiscriminative StimuliIdentifying Cues for Appropriate BehaviorConsequencesConsequences for Inappropriate BehaviorWhat Consequences Follow Problem Behavior?Which Consequences Are Reinforcing the Behavior?Consequences for Appropriate BehaviorSummaryChapter ReviewAppendix A–Functional Assessment for Classroom Environments TemplateAppendix B–Functional Assessment for Classroom Environments ExampleChapter 7Effective Instruction for Behavior The Importance of InstructionInstruction = Maximizing Success RatesThe Academic-Behavior ConnectionKey Features of Effective InstructionEffective Instruction for BehaviorFacilitating InstructionConsiderationsChapter ReviewChapter 8Antecedent Interventions in the ClassroomChanging Setting Events to Improve Student BehaviorChanging the Physical Layout of the RoomDefining and Teaching Expected BehaviorStructure of RoutinesSupervision StyleActivities That Occur Before or After ClassManipulating the Effects of Discriminative StimuliSummaryChapter ReviewChapter 9Using Consequences to Encourage Student Behavior in the ClassroomTeachers’ Objections to ReinforcementPositive ReinforcementNegative ReinforcementAcknowledging Appropriate BehaviorAttention as a ReinforcerActivity ReinforcersTangible ReinforcersWhole-Class Formal Acknowledgment SystemsThe Good Behavior GameTeachers Need Reinforcement TooChapter ReviewChapter 10Designing Individualized Instructional StrategiesReplacement BehaviorsInstructionErrorless LearningShapingChainingInstructional ManipulationsModelingProvide Opportunities to RespondManipulate Task DifficultyConstant Time DelayGuided PracticeChapter ReviewChapter 11Creating Environments That Predict Individual Student SuccessAntecedent InterventionsTeacher/Student RelationshipsConsistent Routines and Physical ArrangementPrompts and CuesAntecedent Compliance StrategiesMaintenance and GeneralizationChapter ReviewChapter 12Strategies for Responding to Individual Success: ReinforcementChoosing Behaviors to ReinforceIdentifying the Reinforcers (What?)Using Reinforcers (How?)Token EconomiesBehavior ContractsSchedules of Reinforcement (When?)Tracking Progress (Is the Reinforcement Working?)SummaryChapter ReviewChapter 13Strategies for Responding to Individual Misbehavior: Punishment IssuesPunishment IssuesPunishment StrategiesVerbal and Nonverbal ReprimandNegative PunishmentResponse CostPositive PunishmentChapter ReviewChapter 14Behavior Support PlansRationale for Behavior Support PlansKey Components of Behavior Support PlansPractices: Key Features of the InterventionAntecedent InterventionsDesired BehaviorsSkill BuildingReinforcementMinimizing ReinforcementSafety PlanSystems for ImplementationData to Guide Decision-MakingPutting It All in Place: The Process of Support PlanningBehavior Support Teams: Who Is Involved?Facilitating Support PlanningChapter ReviewAppendix A–Behavior Support Plan TemplateName IndexSubject Index