Managing Challenging Behaviors in Schools, Second Edition

“The authors have done it again, masterfully weaving research-based intervention knowledge within tiered systems of support! The second edition reflects substantial updates to the evolution toward systematic, preventive approaches in schools. The authors balance empirical grounding with practical utility, with each chapter offering clear guidance, usable tools, and case examples. This book is essential reading for anyone creating positive, supportive learning environments for all students, and is an exceptional addition to every educator’s toolbox.”--Sandra M. Chafouleas, PhD, Board of Trustees Distinguished Professor, Department of Educational Psychology, University of Connecticut

“Every person who teaches children would benefit from reading this book. Lane, Menzies, Bruhn, and Crnobori clearly value teachers and understand the challenges of managing students in the complex learning enterprise of the school. The book doesn’t waste your time reporting one research study after another; instead, it translates the research into a logically flowing, practical account of effective strategies and tactics for improving student behavior. The authors demonstrate deep subject-matter knowledge and show overlappingness and with-it-ness--two critical teaching skills--in their delivery!”--Stephen N. Elliott, PhD, Mickelson Foundation Professor, Sanford School of Social and Family Dynamics, Arizona State University

“The second edition of this book is truly exceptional, and exceeded my lofty expectations of Lane and associates. The book showcases the authors’ true understanding of school routines and operations. Like the first edition, it continues to be like no other guide I’ve seen. There are so many takeaways and pearls of wisdom about dealing with challenging student behavior that I can’t count them all! Ci3T has proven efficacy at both empirical and experiential levels in school settings, and the impact of Ci3T implementation is evident throughout the book. Lane and her coauthors cover the full landscape of information needed to support the academic and behavioral foundations that undergird school success.”--Hill M. Walker, PhD, Professor Emeritus, Department of Special Education and Clinical Sciences, College of Education, University of Oregon; Senior Scientist, Oregon Research Institute

“I have long shared this book with educators seeking to support students with behavioral and social–emotional needs. The second edition now has even more resources to empower educators to address challenging behaviors. New or fully revised chapters on building comprehensive frameworks, low-intensity strategies, and developing professional learning plans make this book a singular reference for providing supports for all students across the three-tiered continuum, while facilitating a blueprint for ongoing professional development. This is a superb work for all educators.”--Robin Parks Ennis, PhD, BCBA-D, Department of Special Education, University of Alabama-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. (on the first edition)--PsycCRITIQUES, 8/31/2011Æ’Æ’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. (on the first edition)--www.youthinmind.info, 10/11/2011Æ’Æ’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. (on the first edition)--School Social Work Journal, 3/1/2012