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160213s2008 xx o 000 0 eng d |
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|a 9781412958707
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|a 1412958709
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|a (OCoLC)939262980
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|a LB3013.S628 2008
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|a HCDD
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|a Sousa, David A. (Anthony)
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|a How the Brain Influences Behavior :
|b Management Strategies for Every Classroom.
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|a Thousand Oaks :
|b SAGE Publications,
|c 2008.
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|a 1 online resource (265 pages)
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|a text
|b txt
|2 rdacontent
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|a computer
|b c
|2 rdamedia
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|a online resource
|b cr
|2 rdacarrier
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|a Print version record.
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|a "This is a timely topic with workable solutions that enables students to learn in today's classrooms. A must-read for educators working with diverse populations."
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|a Cover -- Contents -- About the Author -- Acknowledgments -- Introduction -- Are Behavior Problems on the Rise? -- Can Neuroscience Help? -- About this Book -- Questions this Book Will Answer -- Chapter Contents -- Other Helpful Tools -- Chapter 1 -- 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 -- Summary -- Chapter 2 -- 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 -- Summary -- Chapter 3 -- 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-Control 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 -- Summary.
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|a Chapter 4 -- 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 -- Summary -- Chapter 5 -- 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 -- Summary -- Chapter 6 -- 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 -- Summary -- Chapter 7 -- 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).
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|a Development of ODD -- Treatment of ODD -- Summary -- Chapter 8 -- 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 -- Summary -- Chapter 9 -- 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 -- Classroom 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 -- Conclusion -- Appendix -- Glossary -- References -- Resources -- Index.
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|a Classroom management.
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|a Classroom management
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|i has work:
|a How the brain influences behavior (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCG8xBdC3cBWGB8b33cmtVd
|4 https://id.oclc.org/worldcat/ontology/hasWork
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| 776 |
0 |
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|i Print version:
|a Sousa, David A. (Anthony).
|t How the Brain Influences Behavior : Management Strategies for Every Classroom.
|d Thousand Oaks : SAGE Publications, ©2008
|z 9781412958707
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| 856 |
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|u https://ebookcentral.proquest.com/lib/holycrosscollege-ebooks/detail.action?docID=1994165
|y Click for online access
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|a EBC-AC
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|a 92
|b HCD
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