"This book sets the standard in delivering a comprehensive, state-of-the-art approach for understanding, treating, and preventing classroom behavior difficulties. It should be on the bookshelves of all professionals who work in school settings. I will certainly recommend this text to my colleagues and students."
George J. DuPaul, PhD, Professor of School Psychology, Associate Chair, Education and Human Services, Lehigh University

A classic guide to creating a positive classroom environment

Covering the most recent and relevant findings regarding behavior management in the classroom, this new edition ofUnderstanding and Managing Children's Classroom Behavior has been completely updated to reflect the current functional approach to assessing, understanding, and positively managing behavior in a classroom setting.

With its renewed focus on the concept of temperament and its impact on children's behavior and personality, Understanding and Managing Children's Classroom Behavior emphasizes changing behavior rather than labeling it.

Numerous contributions from renowned experts on each topic explore:

How to identify strengths and assets and build on them

Complete functional behavioral assessments

The relationship between thinking, learning, and behavior in the classroom

Practical strategies for teachers to improve students' self-regulation

How to facilitate social skills

Problem-solving approaches to bullies and their victims

Medications and their relationship to behavior

The classic guide to helping psychologists, counselors, and educators improve their ability to serve all students,Understanding and Managing Children's Classroom Behavior, Second Edition will help educators create citizens connected to each other, to their teachers, to their families, and to their communities.

Sam Goldstein is a member of the faculty at the University of Utah, maintains a private practice at the Neurology, Learning, and Behavior Center in Salt Lake City, Utah, and is on staff at the University Neuropsychiatric Institute. He has written twenty-three books, both for professional and lay audiences, and lectures both internationally and nationally to professionals and parents on practical ways to apply current research. He is the Editor in Chief of theJournal of Attention Disorders and sits on seven editorial boards.

Robert B. Brooks is on the faculty of Harvard Medical School and has served as the Director of Psychology at McLean Hospital. He is the author or coauthor of thirteen books and has lectured nationally and internationally to audiences of educators, parents, health care professionals, and businesspeople on topics pertaining to motivation, resilience, school climate, parenting, family relationships, and the qualities of effective leaders.

Foreword xiii
Lawrence Lewandowski

Foreword xv
Robert H. Pasternack

Preface xvii

Acknowledgments xxi

Contributors xxiii

PART I BACKGROUND

CHAPTER 1 Introduction 3
Sam Goldstein and Robert Brooks

CHAPTER 2 Creating Sustainable Classroom Environments: The Mindsets of Effective Teachers, Successful Students, and Productive Consultants 22
Sam Goldstein and Robert Brooks

PART II UNDERSTANDING AND EVALUATING CLASSROOM BEHAVIOR

CHAPTER 3 Functional Behavioral Assessment of Classroom Behavior 43
Mark W. Steege, F. Charles "Bud" Mace, and Rachel Brown-Chidsey

CHAPTER 4 Cognition, Learning, and Behavior: The Role of Intellectual Processes in Classroom Behavior 64
Jack A. Naglieri, Cara Conway, and Sam Goldstein

CHAPTER 5 Disruptive Behaviors 91
Sam Goldstein and Richard Rider

CHAPTER 6 Problems of Self-Discipline 113
Sam Goldstein and Robert Brooks

CHAPTER 7 Worry and Helplessness 128
Sam Goldstein and Robert Brooks

CHAPTER 8 Social Learning Problems 166
Sam Goldstein and Robert Brooks

PART III INTERVENTION

CHAPTER 9 Developing the Mindset of Effective Teachers 189
Robert Brooks and Sam Goldstein

CHAPTER 10 Developing the Mindset of Effective Students 208
Robert Brooks and Sam Goldstein

CHAPTER 11 Applying Behavior Modification 226
Sam Goldstein and Robert Brooks

CHAPTER 12 Cognitive Behavioral Strategies 279
Lauren Braswell

CHAPTER 13 Strategies to Improve Self-Regulation 322
Sandra Rief

CHAPTER 14 School-Based Interventions for Children with Internalizing Problems 361
Janay B. Sander, Dawn S. Reinemann, and Jennifer A. Herren

CHAPTER 15 Building Social Skills 383
Emily D. Warnes, Susan M. Sheridan, and S. Andrew Garbacz

CHAPTER 16 Bullies and Their Victims: A Problem-Solving Approach to Treatment and Prevention 408
Myrna B. Shure

CHAPTER 17 Medications and Behavior 432
Lawrence Diller and Sam Goldstein

CHAPTER 18 Concluding Remarks 460
Sam Goldstein and Robert Brooks

APPENDIX Language Milestones in School-Age Children 465
Janet Goldstein

References 469

Author Index 549

Subject Index 571