and utilizes an evidence-based approach to solving problems. It offers easy-to-implement, research-based plans for addressing problematic classroom behavior in two key areas: on-task time/assignment completion and disruption/rule violation. The author introduces a dozen behavior management plans in non-technical language. This eliminates the need for extensive training in behavior therapy or learning theory. FEATURES: An introductory chapter addressing “evidence-based” practice in education–Explaining the scientific nature of the book's plans and introducing the rationale behind the use of such practice. A chapter on the “beeper” system for enhancing student engagement. Introduces a recently developed device, the “MotivAider”–explains how it works, when it is best used, and what can be expected when it is used. A common format in each plan chapter (Chapters 2 -12)–Description, terms, apparatus, baseline measurement, procedures, “how it works,” additional considerations, hypothetical cases, “what if,” and forms. Facilitates comparison among plans–helps future teachers develop their intuitive sense for what works with which learners, and why. Discussion of a “dual plan” strategy for addressing disruptive behavior–Teaming a plan for stopping the disruptive behavior with one for encouraging desired behavior. Illustrates the advantage in tackling certain problem behaviors “on two fronts”–offers specific plans that work concurrently to change “bad” behavior into “good” behavior. A wide range of plans–For individual students, small groups, and entire classrooms. Expands the repertoire of both beginning and veteran teachers–provides a full complement of strategies to fit a wide range of situations and behaviors. Perforated pages--Enables teachers to tear out specific plans for implementation.

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