Managing Challenging Behaviors in Schools, Second Edition

Kathleen Lynne Lane, PhD, BCBA-D, is a Roy A. Roberts Distinguished Professor in the Department of Special Education and Associate Vice Chancellor for Research at the University of Kansas. She is a former general and special education teacher and behavior specialist. Dr. Lane’s research interests focus on designing, implementing, and evaluating comprehensive, integrated, three-tiered (Ci3T) models of prevention to prevent the development of learning, behavior, and social and emotional well-being challenges and respond to existing instances, with an emphasis on systematic screening. She is coeditor of Remedial and Special Education and has published numerous books and over 300 refereed journal articles and book chapters. Dr. Lane’s website is ci3t.org.Holly Mariah Menzies, PhD, is Professor Emeritus at California State University, Los Angeles. Early in her career, she was a teacher in public schools and taught both elementary and middle school students in general and special education. She has provided staff development in the areas of assessment, language arts, and schoolwide positive behavior support. Her scholarly interests include inclusive education and the role of reform in curricular practices. Dr. Menzies is coauthor (with Kathleen Lynne Lane and associates) of several books.Allison L. Bruhn, PhD, is Professor of Special Education at the University of Iowa, Executive Director of the Scanlan Center for School Mental Health, and Co-Director of the METRICS National Technical Assistance Center for supporting school mental health. A former middle school teacher, she is an associate editor of Journal of Positive Behavior Interventions and the developer of three mobile apps. Dr. Bruhn’s work focuses on designing, implementing, and evaluating interventions and assessments to improve outcomes for students with and at risk for emotional and behavioral disorders and the teachers who serve them. She is committed to bridging the research to practice gap by engaging educational stakeholders in relationship building, effective professional development, and collaborative research design and dissemination.Mary Crnobori, PhD, is District Coordinator of Trauma-Informed Schools and Advocacy Centers for Metro Nashville Public Schools. She has extensive experience with systems-level leadership and innovation, workforce development, and implementation of evidence-based practices to support social emotional and behavioral health within multi-tiered systems of support. Early in her career, Dr. Crnobori served as a special education teacher and behavior analyst, and today she dedicates her work to equipping educators and stakeholders in the lives of children with the awareness and strategies they need to promote more trauma-informed school environments.

“The authors have done it again, masterfully weaving research-based intervention knowledge within tiered systems of support! The second edition reflects substantial updates to the evolution toward systematic, preventive approaches in schools. The authors balance empirical grounding with practical utility, with each chapter offering clear guidance, usable tools, and case examples. This book is essential reading for anyone creating positive, supportive learning environments for all students, and is an exceptional addition to every educator’s toolbox.”--Sandra M. Chafouleas, PhD, Board of Trustees Distinguished Professor, Department of Educational Psychology, University of Connecticut“Every person who teaches children would benefit from reading this book. Lane, Menzies, Bruhn, and Crnobori clearly value teachers and understand the challenges of managing students in the complex learning enterprise of the school. The book doesn’t waste your time reporting one research study after another; instead, it translates the research into a logically flowing, practical account of effective strategies and tactics for improving student behavior. The authors demonstrate deep subject-matter knowledge and show overlappingness and with-it-ness--two critical teaching skills--in their delivery!”--Stephen N. Elliott, PhD, Mickelson Foundation Professor, Sanford School of Social and Family Dynamics, Arizona State University“The second edition of this book is truly exceptional, and exceeded my lofty expectations of Lane and associates. The book showcases the authors’ true understanding of school routines and operations. Like the first edition, it continues to be like no other guide I’ve seen. There are so many takeaways and pearls of wisdom about dealing with challenging student behavior that I can’t count them all! Ci3T has proven efficacy at both empirical and experiential levels in school settings, and the impact of Ci3T implementation is evident throughout the book. Lane and her coauthors cover the full landscape of information needed to support the academic and behavioral foundations that undergird school success.”--Hill M. Walker, PhD, Professor Emeritus, Department of Special Education and Clinical Sciences, College of Education, University of Oregon; Senior Scientist, Oregon Research Institute“I have long shared this book with educators seeking to support students with behavioral and social–emotional needs. The second edition now has even more resources to empower educators to address challenging behaviors. New or fully revised chapters on building comprehensive frameworks, low-intensity strategies, and developing professional learning plans make this book a singular reference for providing supports for all students across the three-tiered continuum, while facilitating a blueprint for ongoing professional development. This is a superb work for all educators.”--Robin Parks Ennis, PhD, BCBA-D, Department of Special Education, University of Alabama-This book would be an excellent ancillary text for any course in classroom management....It should be on the bookshelf of every teacher looking for creative but proven approaches to classroom problems. Psychologists who consult with parents and teachers will also find it invaluable. Having mastered the behavior change research as well as the art of writing in an engaging and clear manner, the authors have provided us with a clear bridge between research and practice. (on the first edition)--PsycCRITIQUES, 8/31/2011Æ’Æ’An in-depth and well-structured guide to preventing and responding to problem behaviors in the classroom....The book layout is clear and easy to follow….This book would be especially helpful to people currently training to become teachers or other school-based professionals. (on the first edition)--www.youthinmind.info, 10/11/2011Æ’Æ’Social workers could utilize this book to provide guidance and training in setting up effective classrooms. The checklists and self-assessments can assist social workers in consulting with teachers regarding classroom management difficulties. (on the first edition)--School Social Work Journal, 3/1/2012

• I. Preventing Behavior Problems from Occurring1. Preventing and Responding to Challenges: Setting the Stage for Success!2. Instructional Delivery3. Classroom Management4. Teacher Behaviors and Low-Intensity StrategiesII. Responding When Students Need More Than Tier 1 Has to Offer5. Behavior Contracts6. Self-Monitoring7. Direct Behavior Ratings8. Functional Assessment-Based InterventionsIII. Data-Informed Decision-Making Efforts: Planning for Professional Learning9. Building Your Professional Learning Plan: Moving ForwardReferencesIndex