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“This book would be an excellent ancillary text for any course in classroom management....It should be on the bookshelf of every teacher looking for creative but proven approaches to classroom problems. Psychologists who consult with parents and teachers will also find it invaluable. Having mastered the behavior change research as well as the art of writing in an engaging and clear manner, the authors have provided us with a clear bridge between research and practice.”

—PsycCRITIQUES (on the first edition)


“An in-depth and well-structured guide to preventing and responding to problem behaviors in the classroom....The book layout is clear and easy to follow….This book would be especially helpful to people currently training to become teachers or other school-based professionals.”

—www.youthinmind.info (on the first edition)


“Social workers could utilize this book to provide guidance and training in setting up effective classrooms. The checklists and self-assessments can assist social workers in consulting with teachers regarding classroom management difficulties.”

—School Social Work Journal (on the first edition)

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About the Authors

Kathleen Lynne Lane, PhD, BCBA-D, is a Roy A. Roberts Distinguished Professor in the Department of Special Education and Associate Vice Chancellor for Research at the University of Kansas. She is a former general and special education teacher and behavior specialist. Dr. Lane’s research interests focus on designing, implementing, and evaluating comprehensive, integrated, three-tiered (Ci3T) models of prevention to prevent the development of learning, behavior, and social and emotional well-being challenges and respond to existing instances, with an emphasis on systematic screening. She is coeditor of Remedial and Special Education and has published numerous books and over 300 refereed journal articles and book chapters. Dr. Lane’s website is ci3t.org.

• Author's website
• All titles by Kathleen Lynne Lane

Holly Mariah Menzies, PhD, is Professor Emeritus at California State University, Los Angeles. Early in her career, she was a teacher in public schools and taught both elementary and middle school students in general and special education. She has provided staff development in the areas of assessment, language arts, and schoolwide positive behavior support. Her scholarly interests include inclusive education and the role of reform in curricular practices. Dr. Menzies is coauthor (with Kathleen Lynne Lane and associates) of several books.

• All titles by Holly Mariah Menzies

Allison L. Bruhn, PhD, is Professor of Special Education at the University of Iowa, Executive Director of the Scanlan Center for School Mental Health, and Co-Director of the METRICS National Technical Assistance Center for supporting school mental health. A former middle school teacher, she is an associate editor of Journal of Positive Behavior Interventions and the developer of three mobile apps. Dr. Bruhn’s work focuses on designing, implementing, and evaluating interventions and assessments to improve outcomes for students with and at risk for emotional and behavioral disorders and the teachers who serve them. She is committed to bridging the research to practice gap by engaging educational stakeholders in relationship building, effective professional development, and collaborative research design and dissemination.

• All titles by Allison L. Bruhn

Mary Crnobori, PhD, is District Coordinator of Trauma-Informed Schools and Advocacy Centers for Metro Nashville Public Schools. She has extensive experience with systems-level leadership and innovation, workforce development, and implementation of evidence-based practices to support social emotional and behavioral health within multi-tiered systems of support. Early in her career, Dr. Crnobori served as a special education teacher and behavior analyst, and today she dedicates her work to equipping educators and stakeholders in the lives of children with the awareness and strategies they need to promote more trauma-informed school environments.

• All titles by Mary Crnobori

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Audience

Special educators and classroom teachers of children ages 5–17 (grades K–12), school psychologists, administrators, and behavior specialists.

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Course Use

May serve as a supplemental text in graduate-level courses.

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Previous editions published by Guilford:

First Edition, © 2011
ISBN: 9781606239513

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New to this edition:

• Updated conceptual framework reflecting the ongoing development of the authors’ Ci3T model of prevention.
• Chapter on direct behavior ratings.
• Chapter on building a professional learning plan.
• Boxed “Reflections and Tips for Success” from practitioners in every chapter.