Comprehensive behavior management individualized, classroom, and schoolwide approaches
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| Format: | Buch |
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| Sprache: | English |
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Los Angeles [u.a.]
SAGE
2012
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| Ausgabe: | 2. ed. |
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| 245 | 1 | 0 | |a Comprehensive behavior management |b individualized, classroom, and schoolwide approaches |c Ronald C. Martella, J. Ron Nelson, Nancy E. Marchand-Martella, Mark O'Reilly |
| 250 | |a 2. ed. | ||
| 264 | 1 | |a Los Angeles [u.a.] |b SAGE |c 2012 | |
| 300 | |a XXI, 433 S. |b Ill., graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Frühere Ausg. u.d.T.: Martella, Ronald C.: Managing disruptive behaviors in the schools : Boston : Allyn and Bacon, c2003. | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Classroom management | |
| 650 | 4 | |a Behavior modification | |
| 650 | 0 | 7 | |a Unterrichtsdisziplin |0 (DE-588)4078635-3 |2 gnd |9 rswk-swf |
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| 700 | 1 | |a Martella, Ronald C. |e Sonstige |4 oth | |
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| 943 | 1 | |a oai:aleph.bib-bvb.de:BVB01-024386111 | |
Datensatz im Suchindex
| _version_ | 1819767631205367808 |
|---|---|
| adam_text | IMAGE 1
DETAILED CONTENTS
PREFACE XVII
ACKNOWLEDGMENTS XXI
PARTI. INTRODUCTION TO BEHAVIOR MANAGEMENT I
I. BEHAVIOR MANAGEMENT MODELS 2
CHAPTER OBJECTIVES 2 VIGNETTE 3 OVERVIEW 3
WHAT IS DISCIPLINE? 5 WHAT ARE SOME POPULAR BEHAVIOR MANAGEMENT MODELS
USED IN SCHOOLS? 6 ASSERTIVE DISCIPLINE 9 LOGICAL CONSEQUENCES 11
REALITY THERAPY 13 LOVE AND LOGIC 14 GINOTT 15 KOUNIN 16
JONES 17 CHARACTER EDUCATION 18 CONCLUSION 21 WHAT ARE BEST PRACTICES IN
BEHAVIOR MANAGEMENT? 22 THE BEHAVIORAL MODEL 23 MISUNDERSTANDINGS OF THE
BEHAVIORAL MODEL 25 CONCLUSION 27 WHAT ARE ETHICAL ISSUES IN TREATING
BEHAVIOR AND INSTRUCTIONAL PROBLEMS? 27 THE RIGHT TO EFFECTIVE
BEHAVIORAL TREATMENT 28 THE RIGHT TO EFFECTIVE EDUCATION 33 VIGNETTE
REVISITED 35 SUMMARY 36 KEY TERMS 36 DISCUSSION QUESTIONS 37
IMAGE 2
2. THE FOUNDATIONS OF BEHAVIOR MANAGEMENT 38
CHAPTER OBJECTIVES 38 VIGNETTE 39 OVERVIEW 39 HOW IS HUMAN BEHAVIOR
LEARNED? 40
THE DIFFERENCE BETWEEN COGNITIVE AND BEHAVIORAL THEORIES 40 THE A-B-CS
OF LEARNING 44 WHAT IS THE ROLE OF OBSERVATIONAL LEARNING? 45
MODELING 45 WHAT IS REINFORCEMENT? 46 POSITIVE REINFORCEMENT 46
NEGATIVE REINFORCEMENT 47 WHAT IS EXTINCTION? 51 WHAT IS PUNISHMENT? 53
POSITIVE PUNISHMENT 53
NEGATIVE PUNISHMENT 54 HOW DO WE DISTINGUISH BETWEEN REINFORCERS AND
PUNISHERS? 55 HOW ARE REINFORCERS AND PUNISHERS LEARNED? 55
PRIMARY AND SECONDARY POSITIVE REINFORCERS 55 PRIMARY AND SECONDARY
AVERSIVES 58 DEPRIVATION AND SATIATION STATES 60 WHAT IS STIMULUS
CONTROL? 61 WHAT IS SHAPING? 62 WHAT IS CHAINING? 63 TOTAL OR WHOLE TASK
CHAINING 64 FORWARD CHAINING 64 BACKWARD CHAINING 64 WHAT ARE SCHEDULES
OF REINFORCEMENT? 65 CONTINUOUS REINFORCEMENT SCHEDULE 65 INTERMITTENT
REINFORCEMENT SCHEDULES 66 EXTINCTION 68 VIGNETTE REVISITED 69 SUMMARY
70 KEY TERMS 70 DISCUSSION QUESTIONS 71
PART II. INDIVIDUALIZED SUPPORTS 73
3. PINPOINTING AND TRACKING A BEHAVIOR PROBLEM 74
CHAPTER OBJECTIVES 74 VIGNETTE 75 OVERVIEW 75 WHAT ARE THE
CONSIDERATIONS WE MUST MAKE PRIOR TO IMPLEMENTING
AN INDIVIDUALIZED BEHAVIOR SUPPORT PLAN? 76
IMAGE 3
HOW DO WE DEFINE BEHAVIOR AND DEVELOP GOALS AND OBJECTIVES? 11
DEFINING BEHAVIOR 78 GOALS 80 BEHAVIORAL OBJECTIVES 81 HOW DO WE RECORD
BEHAVIORS? 83 PERMANENT PRODUCTS 84 EVENT OR FREQUENCY RECORDING 84
DURATION AND LATENCY RECORDING 85 INTERVAL RECORDING 85 HOW DO WE
DEVELOP RECORDING INSTRUMENTS? 87 WHAT IS INTEROBSERVER AGREEMENT? 92
PERMANENT PRODUCTS 92 EVENT OR FREQUENCY RECORDING 93 DURATION AND
LATENCY RECORDING 94
INTERVAL RECORDING 94 WHAT FACTORS INFLUENCE INTEROBSERVER AGREEMENT? 95
REACTIVITY 96
OBSERVER DRIFT 96 COMPLEXITY OF THE MEASUREMENT SYSTEM 96 OBSERVER
EXPECTATIONS 96 WHAT ARE SINGLE-CASE EXPERIMENTAL DESIGNS? 97 A-B DESIGN
97 WITHDRAWAL DESIGN 99 MULTIPLE-BASELINE DESIGNS 100 CHANGING-CRITERION
DESIGN 103 ALTERNATING TREATMENTS DESIGN 105 VIGNETTE REVISITED 107
SUMMARY 107 KEY TERMS 108 DISCUSSION QUESTIONS 108
4. FUNCTIONAL BEHAVIOR ASSESSMENTS AND BEHAVIOR SUPPORT PLANS I 10
CHAPTER OBJECTIVES 110 VIGNETTE 111 OVERVIEW 111 WHAT ARE THE
ASSUMPTIONS OF BEHAVIOR SUPPORT? 113
CONTEXTUAL BEHAVIOR 113 FUNCTIONS OF BEHAVIOR 113 OTHER ASSUMPTIONS 116
WHY IS IT IMPORTANT TO KNOW ABOUT FUNCTIONAL BEHAVIOR ASSESSMENTS? 116
WHAT ARE THE TYPES OF FUNCTIONAL BEHAVIOR ASSESSMENTS? 117 INDIRECT
ASSESSMENTS 118 DESCRIPTIVE ANALYSES 124 FUNCTIONAL ANALYSES 134 WHEN TO
USE EACH TYPE OF ASSESSMENT 134
IMAGE 4
HOW DO WE DEVELOP A BEHAVIOR SUPPORT PLAN? 136
BUILDING THE BEHAVIOR SUPPORT PLAN 137 WRITING THE BEHAVIOR SUPPORT PLAN
139 ASSESSING THE FIDELITY OF THE BEHAVIOR SUPPORT PLAN 142 VIGNETTE
REVISITED 143
SUMMARY 143 KEY TERMS 145 DISCUSSION QUESTIONS 145
5. INCREASING DESIRABLE BEHAVIORS 146
CHAPTER OBJECTIVES 146 VIGNETTE 147 OVERVIEW 147
HOW CAN CHALLENGING BEHAVIOR BE DECREASED BY INCREASING APPROPRIATE
BEHAVIOR? 148 HOW CAN PROMPTING STRATEGIES BE USED TO INCREASE DESIRABLE
BEHAVIORS? 148
ANTECEDENT PROMPT AND TEST PROCEDURE 148 MOST-TO-LEAST PROMPTING 149
ANTECEDENT PROMPT AND FADE PROCEDURE 149 LEAST-TO-MOST PROMPTING 150
GRADUATED GUIDANCE 150 TIME DELAY 151 WHAT IS SHAPING? 152 WHAT ARE THE
PREMACK PRINCIPLE AND THE RESPONSE DEPRIVATION HYPOTHESIS? 152
PREMACK PRINCIPLE 152 RESPONSE DEPRIVATION HYPOTHESIS 153 WHAT IS
BEHAVIORAL MOMENTUM? 154 WHAT ARE SELF-MANAGEMENT PROCEDURES? 155
REASONS FOR A LACK OF SELF-CONTROL 155 REASONS FOR TEACHING
SELF-MANAGEMENT 156 TYPES OF SELF-MANAGEMENT SKILLS 157 THE NEED FOR
CONSEQUENCES 166 WHAT IS PREFERENCE AND CHOICE? 168 WHAT IS
CORRESPONDENCE TRAINING? 168 WHAT ARE BEHAVIORAL CONTRACTS? 169 WHAT ARE
TOKEN ECONOMY SYSTEMS? 171
HOW DO WE PRODUCE GENERALIZATION OF BEHAVIOR CHANGE? 172 RESPONSE
GENERALIZATION 172 STIMULUS GENERALIZATION 173 HOW IS
CONSEQUENCE-IMPOSED BEHAVIOR CHANGE MAINTAINED? 175
INTERMITTENT REINFORCEMENT SCHEDULES 175 USE OF NATURALLY OCCURRING
REINFORCERS 175 USE OF SELF-MANAGEMENT PROCEDURES 177
IMAGE 5
WHAT IS THE PLANNING PROCESS FOR GENERALIZATION AND MAINTENANCE? 177
VIGNETTE REVISITED 178 SUMMARY 178 KEY TERMS 179 DISCUSSION QUESTIONS
180
6. DECREASING UNDESIRABLE BEHAVIORS 181
CHAPTER OBJECTIVES 181 VIGNETTE 182 OVERVIEW 182 WHAT ARE THE LEAST
RESTRICTIVE, LEAST INTRUSIVE, AND
MOST EFFECTIVE ALTERNATIVES FOR REDUCING UNWANTED BEHAVIOR? 183
RESTRICTIVENESS 183 INTRUSIVENESS 183 EFFECTIVENESS 183 CAUTIONS WITH
THE USE OF RESTRICTIVE OR INTRUSIVE PROCEDURES 184 CONCLUSION 185 WHAT
ARE INFORMAL PROCEDURES? 185
SITUATIONAL INDUCEMENT 185 REDIRECTION 186 CHAIN STOPPING 186 PROXIMITY
CONTROL 188 WHAT ARE BEHAVIOR REDUCTION PROCEDURES? 189
LEVEL I PROCEDURES (PRESENTATION OF REINFORCEMENT) 190 LEVEL II
PROCEDURE (REMOVAL OF SOURCE OF REINFORCEMENT) 196 WHAT ARE
AVERSIVE-BASED PROCEDURES? 198 NEGATIVE SIDE EFFECTS 198
LEVEL III PROCEDURES (CONTINGENT REMOVAL OF REINFORCING STIMULI) 199
LEVEL IV PROCEDURES (PRESENTATION OF AVERSIVE STIMULI) 203 HOW DO WE
DECIDE WHICH PROCEDURE TO USE? 206 HOW IS CONSEQUENCE-IMPOSED BEHAVIOR
CHANGE GENERALIZED? 207 HOW IS CONSEQUENCE-IMPOSED BEHAVIOR CHANGE
MAINTAINED? 207 VIGNETTE REVISITED 207 SUMMARY 208 KEY TERMS 208
DISCUSSION QUESTIONS 209
PART III. CLASSROOM SUPPORTS 211
7. PRELIMINARY CONSIDERATIONS 212
CHAPTER OBJECTIVES 212 VIGNETTE 213 OVERVIEW 213 WHY IS CLASSROOM
MANAGEMENT CRITICAL? 215
IMAGE 6
WHAT ARE EFFECTIVE CLASSROOM ARRANGEMENTS? 217
WHAT ARE NONVERBAL COMMUNICATION METHODS? 219 HOW DO WE SET EFFECTIVE
CLASSROOM RULES? 220 DEVELOPING EFFECTIVE CLASSROOM RULES 222 HOW DO WE
ESTABLISH ROUTINES? 224
WHAT IS PRECORRECTION? 225 WHAT ARE SOCIAL SKILLS? 229 WHAT ARE
GROUP-ORIENTED MANAGEMENT APPROACHES? 230 DEPENDENT GROUP MANAGEMENT 230
INTERDEPENDENT GROUP MANAGEMENT 231 INDEPENDENT GROUP MANAGEMENT 232
WHAT ARE THE ADVANTAGES AND DISADVANTAGES OF EACH GROUP-ORIENTED
MANAGEMENT APPROACH? 240
DEPENDENT GROUP MANAGEMENT 240 INTERDEPENDENT GROUP MANAGEMENT 240
INDEPENDENT GROUP MANAGEMENT 241 WHAT ARE IMPORTANT CONSIDERATIONS WHEN
USING
GROUP-ORIENTED MANAGEMENT APPROACHES? 241 TEACHERS SHOULD AVOID NEGATIVE
TRAPS 241 TEACHERS SHOULD ACTIVELY PRACTICE POSITIVE INTERACTION SKILLS
243 TEACHERS SHOULD USE A TEACHING INTERACTION STRATEGY
WHEN ATTEMPTING TO CORRECT UNWANTED BEHAVIOR 243 VIGNETTE REVISITED 243
SUMMARY 244 KEY TERMS 244 DISCUSSION QUESTIONS 245
8. INSTRUCTIONAL VARIABLES 246
CHAPTER OBJECTIVES 246 VIGNETTE 247 OVERVIEW 247
WHAT ARE THE LEVELS OF TIME? 249 AVAILABLE TIME 249 ALLOCATED TIME 250
ENGAGED TIME 252
ACADEMIC LEARNING TIME 253 WHAT IS THE IMPORTANCE OF CURRICULUM AND
LESSON PACING? 254 HOW DO WE PLAN FOR TRANSITIONS? 255 WHAT IS EFFECTIVE
INSTRUCTION? 258 WHAT ARE TEACHING FUNCTIONS? 258
DAILY REVIEWS 259 PRESENTATION OF NEW CONTENT 260 GUIDED PRACTICE 260
INDEPENDENT PRACTICE 261 WEEKLY AND MONTHLY REVIEWS 262
IMAGE 7
WHAT ARE THE STAGES OF LEARNING? 262
ACQUISITION STAGE 262 PROFICIENCY STAGE 263 MAINTENANCE STAGE 263
GENERALIZATION STAGE 263
ADAPTATION STAGE 264 WHAT ARE RESPONSE PROMPTING STRATEGIES? 264
ANTECEDENT PROMPT AND TEST PROCEDURE 264
MOST-TO-LEAST PROMPTING 265 ANTECEDENT PROMPT AND FADE PROCEDURE 265
LEAST-TO-MOST PROMPTING 265 GRADUATED GUIDANCE 266
TIME DELAY 266 WHAT IS AN EFFECTIVE LESSON PLAN FORMAT? 267 WHAT ARE
THREE CRITICAL COMPONENTS FOR PROVIDING EFFECTIVE INSTRUCTION IN THE
CLASSROOM? 268
ORGANIZATION OF INSTRUCTION 268 PROGRAM DESIGN 268 TEACHER PRESENTATION
TECHNIQUES 269 WHAT IS MASTERY? 270 WHAT IS DIFFERENTIATED INSTRUCTION?
271 WHAT ARE THREE TEACHING BEHAVIORS THAT CAN HELP REDUCE BEHAVIOR
PROBLEMS IN THE CLASSROOM? 272 APPROPRIATE INSTRUCTIONS 272 SPECIFIC
PRAISE 272 APPROPRIATE ERROR CORRECTIONS 273 WHAT IS AN ACADEMIC
FUNCTIONAL ASSESSMENT? 273 WHAT ARE EVIDENCE-BASED PRACTICES? 274 KEY
FEATURES OF EFFECTIVE PROGRAMS 274 DIRECT INSTRUCTION 275 KEY FEATURES
OF EFFECTIVE INSTRUCTIONAL
PRACTICES 275 OTHER RESOURCES 276 VIGNETTE REVISITED 277 SUMMARY 277
KEY TERMS 278 DISCUSSION QUESTIONS 279
PART IV. SCHOOLWIDE SUPPORTS 281
9. SCHOOL SAFETY 282
CHAPTER OBJECTIVES 282 VIGNETTE 283 OVERVIEW 283
IMAGE 8
ARE SCHOOLS SAFE? 284
SCHOOL-RELATED VIOLENT DEATHS 284 WEAPONS POSSESSION AND PHYSICAL FIGHTS
IN SCHOOLS 286 STUDENTS PERCEPTIONS OF PERSONAL SAFETY AT SCHOOL AND
AWAY FROM SCHOOL 288 BULLYING AT SCHOOL AND CYBER-BULLYING ANYWHERE 288
TEACHER REPORTS ON STUDENT MISBEHAVIOR, TARDINESS, AND CLASS CUTTING 289
SAFETY AND SECURITY MEASURES TAKEN BY SCHOOLS 290 PROFILING STUDENTS AT
RISK OF TARGETED VIOLENCE 290 HOW DO WE CONDUCT A FACT-BASED THREAT
ASSESSMENT? 296
KEY CONCEPTS 296 FOUR-PRONGED THREAT ASSESSMENT APPROACH 299 VIGNETTE
REVISITED 305 SUMMARY 306 KEY TERMS 307 DISCUSSION QUESTIONS 307
10. SCHOOLWIDE POSITIVE BEHAVIOR INTERVENTION AND SUPPORT 308
CHAPTER OBJECTIVES 308 VIGNETTE 309 OVERVIEW 309 WHAT IS SCHOOLWIDE
POSITIVE BEHAVIOR INTERVENTION AND SUPPORT? 310
GOALS 312 KEY ELEMENTS 313 WHAT ARE THE ORGANIZATIONAL SYSTEMS WITHIN A
SWPBIS PROGRAM? 314 LEADERSHIP ORGANIZATIONAL SYSTEM 315
SCHOOLWIDE ORGANIZATIONAL SYSTEM 317 NONCLASSROOM ORGANIZATIONAL SYSTEM
318 CLASSROOM ORGANIZATIONAL SYSTEM 322
INDIVIDUAL ORGANIZATIONAL SYSTEM 324 ACADEMIC SUPPORT SYSTEM 326 WHAT IS
THE SCHOOL-WIDE EVALUATION TOOT? 328 WHAT ARE THE BENCHMARKS FOR
ADVANCED TIERS? 331 VIGNETTE REVISITED 334
SUMMARY 335 KEY TERMS 336 DISCUSSION QUESTIONS 337
I I. EVIDENCE-BASED INTERVENTIONS AND PROGRAMS 338
CHAPTER OBJECTIVES 338 VIGNETTE 338 OVERVIEW 339 WHAT ARE A STRATEGY, AN
INTERVENTION, AND A PROGRAM? 340
STRATEGY 341 INTERVENTION 341 PROGRAM 343
IMAGE 9
WHAT ARE THE CRITERIA FOR BEING DEFINED AS AN EVIDENCE-BASED
INTERVENTION? 344
THE INTERVENTION IS OPERATIONALLY DEFINED 344 THE QUALIFICATIONS OF
PEOPLE WHO MAY USE THE INTERVENTION WITH SUCCESS ARE DEFINED 345 THE
OUTCOMES THAT MAY BE EXPECTED FROM
USING THE INTERVENTION ARE DEFINED 345 THE SETTINGS (OR CONTEXTS) IN
WHICH THE INTERVENTION IS EXPECTED TO BE EFFECTIVE ARE DEFINED 346 THE
TARGET POPULATION OR POPULATIONS FOR WHOM
THE INTERVENTION IS EFFECTIVE ARE DEFINED 346 THE CONCEPTUAL THEORY AND
BASIC MECHANISMS FRAMING THE INTERVENTION ARE DEFINED 346 HOW DO SCHOOLS
IDENTIFY EVIDENCE-BASED INTERVENTIONS? 346
STEP 1. IS THE INTERVENTION BACKED BY STRONG EVIDENCE OF EFFECTIVENESS?
347 STEP 2. IF THE INTERVENTION IS NOT BACKED BY STRONG EVIDENCE, IS IT
BACKED BY POSSIBLE EVIDENCE OF EFFECTIVENESS? 349 STEP 3. IF THE ANSWER
TO THE QUESTIONS IN STEPS 1 AND 2 IS NO, ONE MAY
CONCLUDE THE INTERVENTION IS NOT SUPPORTED BY MEANINGFUL EVIDENCE 351
HOW DO SCHOOLS ASSESS THE MAGNITUDE OF THE EFFECTS OF AN INTERVENTION?
352 STATISTICAL SIGNIFICANCE 352 EFFECT SIZE 352 WHERE CAN SCHOOLS FIND
EVIDENCE-BASED INTERVENTIONS? 354
HOW DO SCHOOLS DEVELOP THE CAPACITY TO IMPLEMENT INTERVENTIONS? 355
HUMAN CAPACITY 355 TECHNICAL CAPACITY 356 PHYSICAL CAPACITY 356
FUNDING CAPACITY 357 HOW DO SCHOOLS IMPLEMENT AND SUSTAIN INTERVENTIONS?
357 HOW DO SCHOOLS EVALUATE INTERVENTIONS AND PROGRAMS? 359 PROCESS
EVALUATIONS 360
OUTCOME EVALUATIONS 361 VIGNETTE REVISITED 362 SUMMARY 363 KEY TERMS 364
DISCUSSION QUESTIONS 364
12. RESPONSE TO INTERVENTION (RTI) AND SWPBIS MODELS 365
CHAPTER OBJECTIVES 365 VIGNETTE 366 OVERVIEW 366 WHERE DID RTI AND
MULTITIERED INTERVENTION MODELS ORIGINATE? 367 WHAT ARE THE EXPECTED
EFFECTS OF RTI INTERVENTION MODELS? 370 WHAT ARE SOME CONCEPTUAL ISSUES
THAT ARISE WITHIN RTI INTERVENTION MODELS? 371
PROBLEM SOLVING AND STANDARD PROTOCOL 372 RESPONSE TO INTERVENTION AND
RESISTANCE TO INTERVENTION 372
IMAGE 10
RESPONSE TO INTERVENTION AND RESPONSIVENESS TO INTERVENTION 373
INSTRUCTION AND INTERVENTION 373 WHAT ARE THE KEY ELEMENTS OF RTI
INTERVENTION MODELS? 373 UNIVERSAL SCREENING 374 DATA-BASED
PROBLEM-SOLVING PROCESS 375
CONTINUUM OF SCIENTIFICALLY BASED INTERVENTIONS 375 PROGRESS MONITORING
375 WHAT IS THE LINK BETWEEN RTI AND SCHOOLWIDE POSITIVE BEHAVIOR
INTERVENTION AND SUPPORT (SWPBIS)? 378
PRIMARY (TIER 1) 379 SECONDARY (TIER 2) 382 TERTIARY (TIER 3) 389
VIGNETTE REVISITED 389
SUMMARY 390 KEY TERMS 391 DISCUSSION QUESTIONS 391
GLOSSARY 393
REFERENCES 407
INDEX 420
ABOUT THE AUTHORS 432
|
| any_adam_object | 1 |
| building | Verbundindex |
| bvnumber | BV039533889 |
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| ctrlnum | (OCoLC)750871983 (DE-599)BVBBV039533889 |
| dewey-full | 370.15/28 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
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| dewey-search | 370.15/28 |
| dewey-sort | 3370.15 228 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 2. ed. |
| format | Book |
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| id | DE-604.BV039533889 |
| illustrated | Illustrated |
| indexdate | 2024-12-24T02:19:33Z |
| institution | BVB |
| isbn | 9781412988278 |
| language | English |
| lccn | 2010054556 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024386111 |
| oclc_num | 750871983 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XXI, 433 S. Ill., graph. Darst. |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | SAGE |
| record_format | marc |
| spellingShingle | Comprehensive behavior management individualized, classroom, and schoolwide approaches Classroom management Behavior modification Unterrichtsdisziplin (DE-588)4078635-3 gnd Schüler (DE-588)4053369-4 gnd Verhaltensmodifikation (DE-588)4062871-1 gnd Unterrichtsführung (DE-588)4187078-5 gnd Lehrer (DE-588)4035088-5 gnd |
| subject_GND | (DE-588)4078635-3 (DE-588)4053369-4 (DE-588)4062871-1 (DE-588)4187078-5 (DE-588)4035088-5 |
| title | Comprehensive behavior management individualized, classroom, and schoolwide approaches |
| title_auth | Comprehensive behavior management individualized, classroom, and schoolwide approaches |
| title_exact_search | Comprehensive behavior management individualized, classroom, and schoolwide approaches |
| title_full | Comprehensive behavior management individualized, classroom, and schoolwide approaches Ronald C. Martella, J. Ron Nelson, Nancy E. Marchand-Martella, Mark O'Reilly |
| title_fullStr | Comprehensive behavior management individualized, classroom, and schoolwide approaches Ronald C. Martella, J. Ron Nelson, Nancy E. Marchand-Martella, Mark O'Reilly |
| title_full_unstemmed | Comprehensive behavior management individualized, classroom, and schoolwide approaches Ronald C. Martella, J. Ron Nelson, Nancy E. Marchand-Martella, Mark O'Reilly |
| title_short | Comprehensive behavior management |
| title_sort | comprehensive behavior management individualized classroom and schoolwide approaches |
| title_sub | individualized, classroom, and schoolwide approaches |
| topic | Classroom management Behavior modification Unterrichtsdisziplin (DE-588)4078635-3 gnd Schüler (DE-588)4053369-4 gnd Verhaltensmodifikation (DE-588)4062871-1 gnd Unterrichtsführung (DE-588)4187078-5 gnd Lehrer (DE-588)4035088-5 gnd |
| topic_facet | Classroom management Behavior modification Unterrichtsdisziplin Schüler Verhaltensmodifikation Unterrichtsführung Lehrer |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024386111&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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