Behavior Psychology in the Schools: Innovations in Evaluation, Support and Consultation.James K. Luiselli & Charles Diament. New York New York, state, United States New York, Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of : Haworth Press, 2002. 190pp. $24.95 (softcover soft·cov·er adj. Not bound between hard covers: softcover books; a softcover edition. ). The re-authorization of the Individuals With Disabilities Education Act Some statements may be disputed, incorrect, , biased or otherwise objectionable. The book's strength lies in its skillful skill·ful adj. 1. Possessing or exercising skill; expert. See Synonyms at proficient. 2. Characterized by, exhibiting, or requiring skill. examination of the theoretical foundations of positive behavior supports Positive behavior support strives to use a system to understand what maintains an individual’s challenging behavior. Students’ inappropriate behaviors are difficult to change because they are functional, they serve a purpose for the child. and presentation of framework for school-wide application. The 10 chapters, written mainly by psychologists and academics, clearly set forth the philosophy behind recent innovations in behavior psychology. For example one of the fundamental tenets of behaviorism behaviorism, school of psychology which seeks to explain animal and human behavior entirely in terms of observable and measurable responses to environmental stimuli. Behaviorism was introduced (1913) by the American psychologist John B. is that all behaviors serve a purpose or function. Therefore, the authors promote the use of functional assessments to uncover the meaning underlying a problem behavior, as well as specific antecedents that might be triggering or reinforcing it. Individual and class room interventions are hypothesis-based; and because discrete behavior can be easily charted, the effectiveness or ineffectiveness of any intervention becomes readily apparent. Embedded throughout the book is valuable information about constructing and implementing district-wide behavior policies, and about the legal rights of children with behavior disorders and their families. Although targeted primarily to school counselors and psychologists, any educator who is involve with setting up or monitoring a behavior support program will find this book useful. Reviewed by Kate Scorgie, Azusa Pacific University External links
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