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.

• PrefaceSection I: Behavior and Instruction1. The Teacher DefinedWhat it means to be a teacher2. Effective Teachers Provide Effective InstructionTeachers use effective practices3. Evidence, and Probability in Defining Effective Teaching PracticeSome things work better than other things4. BehaviorCommunicating about what students do and don’t do5. Assessing BehaviorKnowing why behavior happens so we can identify what to teachSection II: The Daily Grind6. Setting up a ClassroomArranging environments to predict maximum success7. Planning Instruction I: The LearnerPlanning for what to teach and gather materials8. Planning Instruction II: The LessonPlanning and sequencing examples for instruction9. Presenting InstructionProviding effective and engaging instruction10. Providing Consequences for BehaviorFeedback as an essential part of instructionSection III: Individualized Strategies11. Measuring BehaviorAssessing the degree to which instruction has been effective12. Systems, Tricks, and Strategies in the Classrooma. Ignoring Gameb. Group contingenciesc. Behavior Momentumd. Choicee. Differential Reinforcement for Inappropriate Behaviorsf. Differential Reinforcement for Extreme Behaviorsg. Differential Reinforcement for Too Frequent Behaviorsh. Good Behavior Gamei. Positive Peer Reportingj. Self-Managementk. Token Economiesl. Phase Level Systems13. Responding to Escalations and Crisesa. Basic Considerationsb. Non-Compliant and Defiant Behaviorsc. Disrespectful Behaviord. Disruptione. Provocative Behaviorf. Fighting and Aggressive BehaviorChecklist for Effective TeachingReferencesIndex

"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."