Use research-based strategies to improve behavior in the K–12 classroom!
This hands-on guide translates brain research into effective intervention strategies for managing student misbehavior. In reader-friendly language, the author discusses brain functions and causes linked to negative behaviors, provides reproducible worksheets and checklists, and answers critical questions such as:
- How do brain development rates explain adolescents' erratic behavior?
- What type of data collection helps to manage misbehavior?
- Can peer influence curb misbehavior rather than encourage it?
- Why are boys more likely to misbehave than girls and what can teachers do about it?
- How do school/classroom climates affect student behavior?
|Edition description:||New Edition|
|Product dimensions:||8.40(w) x 10.90(h) x 0.70(d)|
|Age Range:||18 Years|
About the Author
David A. Sousa, Ed D, is an international consultant in educational neuroscience and author of more than a dozen books that translate brain research into strategies for improving learning. He has presented to more than 200,000 educators across the United States, Canada, Europe, Australia, New Zealand, and Asia. He has taught high school chemistry and served in administrative positions, including superintendent of schools. He was an adjunct professor of education at Seton Hall University and a visiting lecturer at Rutgers University. Dr. Sousa has edited science books and published dozens of articles in leading journals. His books have been published in French, Spanish, Russian, Chinese, Arabic, Korean, and several other languages. He is past president of the National Staff Development Council (now Learning Forward) and has received honorary degrees and awards for his commitment to research, professional development, and science education. He has appeared on NBC’s Today Show and National Public Radio to discuss his work with schools using brain research.
Table of Contents
About the AuthorAcknowledgmentsIntroduction Are Behavior Problems on the Rise? Can Neuroscience Help? About This Book Questions This Book Will Answer Chapter Contents Other Helpful Tools1. Handling Social Misbehavior The Social and Emotional Brain Emotional Processing Pathways of Emotional Signals What Leads to Social Misbehavior? The Teacher Is the Key Interventions for Handling Social Misbehavior Dealing With Social Anxieties Using Social Stories to Modify Behavior A Case Study: Using a Social Story for a Verbally Aggressive Student A Social Story for Angry Students Summary2. Dealing With Impulsive Behavior What Leads to Impulsivity and Violent Behavior? Genetic Variations Prenatal Exposure to Cocaine Cerebral Lesions An Important Word About Testosterone Ignorance of Rules of Behavior Some Strategies for Controlling Impulsive Behavior Cognitive and Cognitive-Behavioral Interventions Putting Impulsive Problem Behavior in a Social Context Using Picture Books to Curb Impulsive Anger or Anxiety Other Suggested Strategies Summary3. Teaching Self-Control Through Self-Verbalization Examining Self-Control What Is Self-Control? Are Children Learning Self-Control? Brain Structures for Self-Control Do Mirror Neurons Play a Role in Self-Control? Losing Self-Control Helping Students Regain Self-Control Verbal Self-Contol of Aggressive, Defiant, or Other Behavior The Power of Self-Talk The ZIPPER Strategy "Say No and Walk Away" to Resist Peer Pressure Self-Control Through Self-Talk and Self-Monitoring The Nature of Attention Self-Monitoring for Other Problem Behaviors Self-Control Through Self-Rating of Emotional Intensity The Anger Thermometer Summary4. Managing the Behavior of Boys Why a Concern With Boys? Gender Differences in Behavior Genetic and Environmental Factors Impact of Biology Some Research Findings on Behavioral Differences Using Research-Based Strategies Movement-Based Instruction and Classroom Management Boy-Friendly Instruction and Discipline The Responsibility Strategy And What About Girls? The Rise of Cyberbullying Bullying Versus Cyberbullying Dealing With Cyberbullying Summary5. Building Positive Relationships With Troubled Students Relationships and Research Insights From Neuroscience Some Research Findings Developing Teacher-Student Relationships The Importance of Positive Relationships With and for Students Reaching Unreachable Students With Dialogue Journals The Lunch Bunch: An Educator's Idea Managing Serious Behavior Problems Through Adult Mentoring Summary6. Using Peer Relationships to Modify Behavior Examining Peer Relationships Dealing With Peer Influence: A Two-Edged Sword The Desire to Be Liked Peer-Mediated Behavior Management Strategies Peer-Mediated Anger Management Factors to Consider in Peer Mediation Peer Confrontation to Curb Misbehavior The Mystery Motivator/Mystery Character Intervention to Decrease Inappropriate Behavior Group Contingency Interventions Summary7. Managing Oppositional Behavior What Is Oppositional Behavior? Causes of Oppositional Behavior Students With Oppositional Behavior in the Classroom Teacher Knowledge of Oppositional Behavior Teacher Frustration and Countercontrol Defiant Students: Explosions Waiting to Happen Avoiding Triggers for Misbehavior in the Classroom Teaching Students to Relax Other Strategies What About Oppositional Defiant Disorder? (ODD) Development of ODD Treatment of ODD Summary8. Developing Positive Self-Esteem The Nature of Self-Esteem The Power of Self-Esteem Research on Self-Esteem Guidelines for Building Self-Esteem Building a New Perspective on the Troubled Student: The Strength-Based Assessment What Is Strength-Based Assessment? Motivation and Attribution Retraining Motivation Research and Attribution Theory The "Shine My Light" Strategy Summary9. Putting It All Together Educational Climate: Are We Happy Here? What Is Classroom Climate? The Biology of Happiness Successful Behavior Management in the Classroom Assessing Classroom Climate Classrom Management and Cultural Diversity Guidelines for Managing Diverse Classes Positive Behavioral Supports in the Classroom What Are Positive Behavioral Supports? The Functional Assessment of Behavior The Behavioral Improvement Plan Multitiered Interventions and the Student Support Team Summary ConclusionAppendixGlossaryReferencesResourcesIndex