Teaching Behavior

Terrance M. Scott is a senior principal education researcher at the Stanford Research Institute (SRI). Before joining SRI in 2020, Dr. Scott spent 24 years as a professor and researcher in special education. He began his career as a counselor in residential treatment and has worked with students with challenging behaviors across a variety of settings. Since receiving his PhD in Special Education at the University of Oregon in 1994, Dr. Scott has written over 100 publications, has conducted well more than 1,000 presentations and training activities throughout the United States and across the world, and has successfully competed for more than $24 million in external grant funding. In 2004 he received the Distinguished Early Career Award from the Research Division of the International Council for Exceptional Children, and in 2012 he received the Outstanding National Leadership Award from the Council for Children with Behavior Disorders. He was elected president of this organization in 2013 and served as a two term editor of the journal, Beyond Behavior. His research interests focus on schoolwide prevention systems, the role of instructional variables in managing student behavior, functional behavior assessment/intervention, video-based training for school personnel, and scientific research in education.

Preface Section I: Behavior and Instruction 1. The Teacher Defined What it means to be a teacher 2. Effective Teachers Provide Effective Instruction Teachers use effective practices 3. Evidence, and Probability in Defining Effective Teaching Practice Some things work better than other things 4. Behavior Communicating about what students do and don't do 5. Assessing Behavior Knowing why behavior happens so we can identify what to teach Section II: The Daily Grind 6. Setting up a Classroom Arranging environments to predict maximum success 7. Planning Instruction I: The Learner Planning for what to teach and gather materials 8. Planning Instruction II: The Lesson Planning and sequencing examples for instruction 9. Presenting Instruction Providing effective and engaging instruction 10. Providing Consequences for Behavior Feedback as an essential part of instruction Section III: Individualized Strategies 11. Measuring Behavior Assessing the degree to which instruction has been effective 12. Systems, Tricks, and Strategies in the Classroom a. Ignoring Game b. Group contingencies c. Behavior Momentum d. Choice e. Differential Reinforcement for Inappropriate Behaviors f. Differential Reinforcement for Extreme Behaviors g. Differential Reinforcement for Too Frequent Behaviors h. Good Behavior Game i. Positive Peer Reporting j. Self-Management k. Token Economies l. Phase Level Systems 13. Responding to Escalations and Crises a. Basic Considerations b. Non-Compliant and Defiant Behaviors c. Disrespectful Behavior d. Disruption e. Provocative Behavior f. Fighting and Aggressive Behavior Checklist for Effective Teaching References Index

"Classroom management is, was, and always will be of concern to educators. Teaching Behavior is a great springboard for focused dialogue between experienced and beginning teachers on this topic." -- Sandra Moore, ELA Teacher "Every teacher has encountered students who have outbursts that cause the teacher to wonder about the best strategy for dealing with their conduct while trying to prevent the outbursts in the future. Terry Scott provides numerous suggestions for educators who want to teach students ways to address their behavior in order to have a positive impact not only on the students' conduct but ultimately on their academic success. Teachers will appreciate the practical examples and detailed guidance for addressing a variety of challenges." -- Marcia B. Imbeau, Ph.D., Professor "Terrance Scott's extensive history and experience show a clear understanding of behavior in the classroom." -- Sheila Y. Raza-Self, Educational Consultant