Managing the Cycle of Acting-Out Behavior in the Classroom

Geoff Colvin draws on his experience as a classroom teacher, administrator, researcher and instructor at the University of Oregon, and national public school consultant. Widely recognized as an expert on the subjects of school safety and violence prevention, Colvin has provided inservice training for teachers and administrators in more than 100 school districts and agencies nationally and internationally. He recently served as research associate at the University of Oregon and independent consultant in the areas of schoolwide discipline, school climate, school safety, and violence prevention, classroom management, and individual cases involving students with severe behavior disorders. Geoff also directed a juvenile detention school and a school program for youth with serious emotionally disturbances. Colvin has authored more than sixty publications, books, book chapters, journal articles, and video programs on the subject of teaching and managing students who exhibit the full range of problem 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.

• IntroductionSection One: A Proactive Approach1. A Proactive Approach - Emphasizing Student SuccessSection Two: A Model2. Analyzing Acting-Out Behavior3. A Seven-Phase Model for Describing Acting-Out BehaviorSection Three: Strategies for Managing Each Phase of the Acting-Out Cycle4. Structuring the Classroom to Enhance Instruction, Phase 15. Instructional Practices for Engaging Students, Phase 16. Precorrection Strategies for Triggers, Phase 27. Functional Behavioral Assessment for Triggers, Phase 28. Teaching Social Skills for Managing Triggers, Phase 29. Calming Strategies for Managing Agitation, Phase 310. Defusing Strategies for Managing Acceleration, Phase 411. Safe Management Strategies for Peak Behavior, Phase 512. Reintegration Strategies for De-escalation, Phase 613. Resumption Strategies for Recovery, Phase 7Section Four: Closing14. Summary and Case StudyAppendicesReferences

"This book is a must-have resource for any classroom teacher in today’s school setting. The authors have translated decades of behavioral research into teacher relevant language and provided real-world examples of how the behavioral support concepts and strategies work. It includes helpful curriculum ideas, tables, classroom tools, and visuals for students. This book will be my new "go-to" resource on helping students with challenging behaviors."