1st Edition

Managing Challenging Behaviors in Schools
Research-Based Strategies That Work

  • This format cannot be shipped to your selected country.
  • The Taylor & Francis Group cannot sell Guilford Press products in your shipping region.
ISBN 9781606239513
Published November 23, 2010 by Guilford Press
255 Pages

USD $41.00

Prices & shipping based on shipping country


Book Description

This book provides tested, easy-to-implement strategies for preventing problem behavior in the classroom and responding effectively when it does occur. Chapters describe specific steps that K–12 teachers and other school-based professionals can take to develop effective classroom rules and routines, plan suitably challenging instruction, and promote student engagement and motivation. Presenting a continuum of strategies from prevention to more intensive behavior supports, the book offers clear-cut instructions for implementing behavioral contracts, self-monitoring, and functional assessment-based interventions. Special features include more than a dozen reproducible checklists, self-assessment tools, and planning forms; the large-size format facilitates photocopying.



Table of Contents

I. Preventing Behavior Problems
1. Preventing and Managing Learning and Behavior Problems: An Overview
2. Classroom Management
3. Instructional Delivery
4. Low-Intensity Strategies
II. Responding to Problem Behaviors
5. Behavior Contracts
6. Self-Monitoring
7. Functional Assessment-Based Interventions
III. Getting Started
8. Getting Started in Your Classroom

View More



Kathleen Lynne Lane, PhD, is Professor in the Department of Special Education at the University of Kansas. A former classroom teacher of general and special education students, she conducts research on school-based interventions (academic and behavioral) with students at risk for emotional and behavioral disorders. She has designed, implemented, and evaluated multilevel prevention models in elementary, middle, and high school settings. Dr. Lane is coeditor of Remedial and Special Education, an associate editor of Journal of Positive Behavior Interventions and Education and Treatment of Children, and serves on several editorial boards. She has published several books and more than 100 refereed journal articles.

Holly Mariah Menzies, PhD, is Associate Professor in the Charter College of Education at California State University, Los Angeles, and the program coordinator in mild/n-/moderate disabilities in the Division of Special Education and Counseling. She worked as both a general educator and special educator for over 10 years. Dr. Menzies has provided staff development in the areas of assessment, language arts, and schoolwide positive behavior supports. Her scholarly interests focus on inclusive education and school-based interventions. She serves on the editorial board of Learning Disabilities Research & Practice.
Allison L. Bruhn, MA, is in the doctoral program in special education at Vanderbilt University. She previously worked for 3 years as a middle school science teacher. Her research interests include functional assessment-based interventions, treatment integrity of schoolwide positive behavior supports, and motivation.
Mary Crnobori, MEd, is in the doctoral program in special education at Vanderbilt University. She previously worked for 3 years as a special education teacher. Her research interests include positive behavior support, school-based interventions for students with and at risk for emotional and behavioral disorders, systematic screening, and issues surrounding diversity.


"Using the best evidence from research and practice, this comprehensive book presents a wealth of information for managing challenging behavioral difficulties in schools. Readers learn how to systematically plan and deliver approaches that increase in intensity of support. The strategies are described in a step-by-step format, with consideration for different age groups of learners, so that both new and experienced teachers can immediately apply them in their classrooms. As a text, this book would be an excellent addition to any teacher education, educational administration, or school psychology training program. It will also be an extremely useful professional development resource."--Melody Tankersley, PhD, Special Education Program, Kent State University

"No one knows the literature on challenging behavior better than Lane and her colleagues. This book translates that knowledge into practice in a way that teachers will benefit from tremendously. With a focus on both instructional and management variables associated with preventing and dealing with difficult behavior, the book provides concise, easy-to-follow explanations of interventions. It is a unique resource that preservice and practicing teachers will refer to often."--Timothy J. Landrum, PhD, Department of Special Education, University of Louisville
"I am extremely impressed with this book, including its content, organization, and the strong emphasis on workable, effective strategies for today's schools and classrooms. The strategies are presented in the context of a three-tiered model that allows teachers to specifically match student needs. I have not seen a resource of this type that is so well tailored to the needs of classroom teachers. In addition, school psychologists, who are often called on to work collaboratively with teachers to design and implement effective interventions, will find this book invaluable. I recommend it without reservation."--Hill M. Walker, PhD, Codirector, Institute on Violence and Destructive Behavior, University of Oregon