NICHCY Connections...
to Behavior: The Works

Launched March 16, 2004
Approx. 25 pages when printed


Authors
Dr. Barbara Smith & Mary Kate Gutiérrez
NICHCY

NICHCY is pleased to connect you with sources of information for helping children who have behavior challenges. Because "behavior" is such a huge topic, we've divided the subject up into separate pages to make digesting it more manageable! The separate behavior pages are as follows:

• Behavior Expertise
• Behavior Assessment, Plans, and Positive Supports
• Behavior at Home
• Behavior at School
• Bullying

This particular Connections page is entitled Behavior: The Works. It's all of the above pages rolled into one. We provide this in one file to make it easy for you to print out, photocopy, and share our Behavior suite with others.

• The Technical Assistance Center on Positive Behavior Interventions and Supports.
  www.pbis.org/english
  This site is great for administrators and school personnel who are working to put a school-wide system in place for dealing with disciplinary issues. You'll find info on Functional Behavioral Analysis (FBA), school-wide support, classroom support, individual support, family support, conferences, presentations, newsletters, tools, and links to further info. Truly, a great site, also available in Spanish from the home page. Check it out!
  
  
• Beach Center on Disability.
  www.beachcenter.org/default.asp?strResource=all&Submit=Go&submitFlag=true&id=9&act=view&type=topic
  Want to know why your child engages in problem behavior? Check out this guide to family-friendly resources from the Beach Center. Find out how to determine why a person with a disability engages in problem behavior and ways to support the individual in learning other ways to act. Read articles, personal stories, tip lists, and find out about other web sites, books, manuals, and reports on solving behavior problems.
  
  
• Cambridge Center for Behavioral Studies.
  www.behavior.org/
  Did you know that the number and quality of words a child hears in the early years of life have a tremendous impact on the development of their brain? A child's vocabulary development is closely tied to their early language experiences and to their ability to think rationally, solve problems, and reason abstractly. Wow! This site can teach you how to help improve your child's language abilities. Specific information is available on autism, Applied Behavioral Analysis (ABA), behavior in everyday life, and parenting.
  
  
• Center for Effective Collaboration and Practice.
  http://cecp.air.org/
  This site has a "mini web site" on FBA, Prevention Strategies that Work, Prevention and Early Intervention, Promising Practices in Children's Mental Health, and Strength Based Assessment. You'll find a whole lotta pubs. Some are also available in Spanish.

• The Center for Evidence-Based Practice: Young Children with Challenging Behavior.
  http://challengingbehavior.fmhi.usf.edu
  The mission of the Center is to promote the use of evidence-based practice to meet the needs of young children who have, or are at risk for, problem behavior. Find research syntheses on effective intervention procedures, presentation and workshop materials, training opportunities, and a wide variety of useful links.
  
  
• The Council for Children with Behavioral Disorders (CCBD).
  www.ccbd.net/
  This site offers monthly updates on legislation affecting children with behavioral disorders. It offers publications, message boards, an advocacy section, links to other sites, and a quarterly newsletter (available online, free of charge). CCBD is a membership organization, comprised of educators, parents, mental health personnel, and a variety of other professionals.
  
  
• Kentucky Behavior Page.
  www.state.ky.us/agencies/behave/homepage.html
  To help a child make a change in behavior for the better, you first need to identify the causes of the misbehavior. Check out the Behavior Home Page Discussion Forum, to see what experts in the field are saying. Get resources for supporting behavior on the school-wide, group, and individual levels. Check out links to state and federal legislation. Read about professional resources.
  
  
• Mental health.
  www.mentalhealth.samhsa.gov
  Take a good look at this site. It has info on children's mental health, a mental health dictionary, a listing of Indian mental health resources, and a toll-free number to call for help and information. You'll also find pubs on autism, add, anxiety, depression, conduct disorder, anger management, and more. Selected publications are in Spanish.
  
  
• National Association on Mental Illness (NAMI).
  www.nami.org/
  You'll find a ton of info on this site. Check out the reader-friendly overview on mental illness. Join an on-line discussion group for family members. Read personal stories of children and teens with mental illness. Print out fact sheets, brochures, and reading lists. Follow links to other children and adolescent sites. Some resources are available in Spanish.
  
  
• Research and Training Center on Family Support and Children’s Mental Health (RTC).
  http://rtc.pdx.edu/
  The RTC's activities focus on improving services to children and youth who have mental, emotional, or behavioral disorders. This friendly, well-organized web site hosts monthly on-line family discussions. Keep up-to-date on relevant political and policy news. Browse through dozens and dozens of recent publications.
  
  
• SchoolBehavior.com.
  www.schoolbehavior.com/index.htm
  This site is run by Leslie E. Packer, Ph.D. a psychologist who treats children and adolescents with Tourette's Syndrome and its associated conditions. Read succinct overviews of different disorders, including Tourette's syndrome, Asperger's Syndrome, Attention Deficit Disorder, Mood Disorder, Depression, Sleep Disorders, Bipolar Disorder, Obsessive Compulsive Disorder. Read classroom tips on how to deal with various behavior issues.
  
  
• School Violence Prevention Initiative.
  www.mentalhealth.samhsa.gov/schoolviolence
  Families, communities, and schools need to work together to conquer disruptive behavior disorders. This site offers tips for dealing with anger, managing conflict, and dealing with bullies. Learn the warning signs for violence. Read about successful research-based programs that build resilience to behavior disorders.
  

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• From AAMR.
  www.aamr.org/Periodicals/index.shtml
  The AAMR publishes (1) The American Journal on Mental Retardation, a scholarly research journal, (2) Mental Retardation, a practitioners journal of research, reviews, and opinions, and (3) AAMR FYI, an online newsletter, published 6 times/year.
  
  
• Behavior Modification.
  www.sagepub.com/journal.aspx?pid=152
  Formerly entitled the Behavior Modification Quarterly, this journal is for researchers, academics, and practitioners in clinical psychology. It covers a wide range of topics, including problem behavior, learning disabilities, and phobias. Check out a sample issue.
  
  
• Behavioral Interventions.
  www3.interscience.wiley.com/cgi-bin/jhome/24375
  Get a sample copy of this journal for clinical psychologists, psychiatrists, nurses, therapists, and researchers. It reports research and practices of the use of behavior techniques.
  
  
• British Journal of Developmental Psychology.
  www.bps.org.uk/publications/jDP_1.cfm
  This journal publishes discussion papers, and brief reports on all aspects of developmental psychology. You can order it online.
  
  
• British Journal of Educational Psychology.
  www.bps.org.uk/publications/jEP_1.cfm
  This journal publishes research on the understanding and practice of education.
  
  
• Child Development.
  www.srcd.org/cd.html
  This bimonthly journal covers topics in child development, from the fetal period through adolescence.
  
  
• Developmental Psychology.
  www.apa.org/journals/dev/description.htm
  Publishes articles that advance knowledge and theory about human development across the lifespan. View the current and past table of contents, online.
  
  
• Journal for Developmental and Behavioral Pediatrics.
  www.jrnldbp.com
  Written for physicians, clinicians, psychologist, and researchers, this journal covers developmental and psychosocial aspects of pediatric health care. Topics include learning disorders, developmental disabilities, and emotional, behavioral, and psychosomatic problems.

• Journal for the Education of Students Placed at Risk (JESPAR).
  www.csos.jhu.edu/jespar/past.htm
  JESPAR publishes literature and report reviews, research articles on promising reform programs, and case studies on "schools that work." Selected articles are available free of charge. Read the table of contents for the current issue, as well as issues back to 1996.
  
  
• Journal for the Experimental Analysis of Behavior.
  http://seab.envmed.rochester.edu/
  
  
• Journal of Applied Behavior Analysis.
  http://seab.envmed.rochester.edu/jaba/
  
  
• Journal of Autism and Developmental Disorders.
  www.springerlink.com
  Abstracts of journal articles are available online. Select "Browse Publications A-Z," go to J and scroll through the J's until you come to Journal of Autism and Developmental Disorders. There are two listings. To view abstracts of articles appearing from 1997 to present, you want the second listing, which leads you to listings for the journal as published by Springer. The first listing is the Historical Archive of the journal when it was published by Kluwer Publishers.
  
  
• Journal of Behavior Therapy and Experimental Psychiatry.
  www.sciencedirect.com/science/journal/00057916
  View abstract, full text, and links of articles in current issue, for the current issue, and all issues back to 1970.
  
  
• Journal of Behavioral Education.
  
  http://www.springerlink.com/openurl.asp?genre=issue&issn=1053-0819&issue=currentsample
  
  Get a free issue of this journal. View articles from the current issue and past issues, back to 1997.
  
  
• Journal of Positive Behavioral Interventions.
  www.education.ucsb.edu/autism/jpbi.html
  This journal publishes research articles, discussions, literature reviews, and conceptual papers, programs and practices, family support and family perspectives, and reviews of published materials. Read table of contents and abstracts on issues back to 1999.
  
  
• Journal of School Psychology.
  www.elsevier.com/locate/jschpsyc
  In this journal, you'll find original articles on empirical research and practice relevant to the development of school psychology as both a scientific and an applied specialty.
  
  
• The Behavior Analyst.
  www.abainternational.org/tbajournal
  You can order this online. View the table of contents of the current issue and previous issue. Search journal abstracts. Read selected article reprints.
  

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Teachers

• American Federation of Teachers
  555 New Jersey Avenue, NW, Washington, DC 20001
  202.879.4400 (phone)
  online@aft.org (e-mail)
  www.aft.org/ (web)
  

• National Education Association
  1201 16th Street NW, Washington, DC 20036
  202.833.4000 (phone)
  202.822.7974 (fax)
  www.nea.org/ (web)

Psychologists

• American Psychological Association
  750 First Street, NE, Suite 700, Washington, D.C. 20002-4241
  202.336.5500 (phone)
  www.apa.org/ (web)
  

• National Association of School Psychologists
  4340 East West Highway, Ste. 402, Bethesda, MD 20814
  301.657.0270 (phone)
  301.657.0275 (fax)
  301.657.4155 (tty)
  nasp@naspweb.org (e-mail)
  www.nasponline.org/index2.html (web)
  
  

Medical Doctors, Including Psychiatrists

• American Academy of Pediatrics
  141 Northwest Point Blvd., Elk Grove Village, IL, 60007
  847.228.5005 (phone)
  www.aap.org/ (web)

• American Association of Psychiatric Services for Children
  Child Welfare League of America, 440 First Street, NW, 3rd Floor
  Washington, DC 20001-2085
  202.942.0295 (phone)
  www.cwla.org/ (web)
  

• American Psychiatric Association
  1400 K Street, NW, Washington, DC 20005
  202.682.6220 (phone)
  www.psych.org (web)
  
  
• American Society for Adolescent Psychiatry
  P.O. Box 570218, Dallas, TX 75357-0218
  972.686.6166 (phone)
  972.613.5532 (fax)
  info@adolpsych.org (e-mail)
  www.adolpsych.org/ (web)
  

• American Academy of Child and Adolescent Psychiatry
  Child, Adolescent and Family Branch Center for Mental Health Services
  5600 Fishers Lane, Room 18-49, Bethesda, Md. 20857
  301.443.1333 (phone)
  800.789.2647 (toll-free phone)
  www.mentalhealth.org/child (web)
  www.aacap.org/ (web)
  
  
• Center for the Advancement of Children's Mental Health
  Division of Child and Adolescent Psychiatry, Columbia University
  212.543.6066 (phone)
  212.543.5260 (fax)
  www.kidsmentalhealth.org/ (web)
  

Counselors

• School Social Worker Association of America
  PO Box 2072, Northlake IL 60164
  847.289.4527; 847.289.4642 (phone)
  sswaa@aol.com (e-mail)
  www.sswaa.org/ (web)
  

• American School Counselor Association
  1101 King Street, Suite 625, Alexandria, VA 22314
  703.683.ASCA (phone)
  800.306.4722 (toll-free phone)
  703.683.1619 (fax)
  asca@schoolcounselsor.org (e-mail)
  www.schoolcounselor.org/ (web)
  

• American Counseling Association
  5999 Stevenson Ave., Alexandria, VA 22304
  703.823.0252 (phone)
  800.347.6647 (toll-free phone)
  703.823.6862 (tty)
  800.473.2329 (toll-free fax)
  www.counseling.org/ (web)
  
  

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• Behavior terms.
  www.coedu.usf.edu/abaglossary/main.asp
  This online database houses over 2,000 behavior-related terms. Whew! Who would've thought there could be so many?
  
  
• More behavior terms.
  www.thecol.org/guide/glossary.html
  This site provides a well-written glossary of general behavior terms.
  
  
• Behavioral health terms.
  www.uihealthcare.com/depts/uibehavioralhealth/patiented/glossary.html
  This behavioral health glossary gives definitions of mental health conditions, particularly personality disorders.
  
  
• Behavior intervention terms.
  www.usu.edu/teachall/text/behavior/BEHAVglos.htm
  This glossary, from Utah Students at Risk, covers behavioral intervention terms. At the bottom of each defined term is a PDF link to more information regarding that behavioral intervention.
  
  
• Treatment descriptions.
  www.aacap.org/publications/factsfam/continum.htm
  Read these brief descriptions of different programs, settings, or treatments that children with mental illness may receive.
  
  
• Terms used in behavior research.
  www.psychology.uiowa.edu/Faculty/wasserman/Glossary/index%20set.html
  Defines all the terms used in behavior research, a la B.F. Skinner.

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This Connections page focuses on Behavioral Assessment, Plans, and Positive Supports. Without a doubt, a critical first step in addressing problem behavior is determining why the student is exhibiting the behavior. To do so, a behavior assessment must generally be conducted. Only when more is known about the cause or causes of the student's behavior can appropriate positive supports be identified and provided.

The list below isn't intended to be exhaustive of the behavior resources available---it's ever-growing. We'll be adding to this page constantly, so check back often to see what's new! We'll mark new entries with a .

• Why does my kid do that?
  http://smhp.psych.ucla.edu/qf/behaviorprob_qt/assessing_motivation.pdf
  This document helps you find the reasons behind misbehavior in children.



• What does defiant behavior mean?
  www.pbs.org/parents/issuesadvice/inclusivecommunities/challenging_behavior.html
  PBS offers many resources for parents of children with disabilities, including this brief called Challenging Behavior in Children.
  
  
• Behavior serves a purpose.
  http://cecp.air.org/familybriefs/
  The Center for Effective Collaboration and Practice (CECP) offers a number of family briefs on behavior, but if you want to know more about how behavior is a form of communication and why some children choose inappropriate behaviors as a way of communicating, try CECP's brief called Functional Communication Training to Promote Positive Behavior. A natural follow-up is CECP's brief called Planned Ignoring as an Intervention Strategy for Parents and Family Members.
  
  
• What are children trying to tell us?
  http://www.vanderbilt.edu/csefel/briefs/wwb9.html
  What Works briefs from the Center on the Social and Emotional Foundations for Early Learning summarize effective practices for supporting children's social-emotional development and preventing challenging behaviors. This 4-pager talks about functional behavior assessment and how it's used to figure out the purpose or function of a child's problem behavior--in effect, what the child is trying to say. Spanish version is available at:
  http://www.vanderbilt.edu/csefel/briefs/wwb9-sp.html
  
  
• More on the function of behavior: Achieving the purpose in appropriate ways.
  http://ici2.umn.edu/preschoolbehavior/strategies/genintro.htm
  The Early Childhood Behavior Project offers many materials on challenging behavior, including this Introduction. Also extremely interesting---and useful---is the project's page on ways to provide the child with an appropriate communication alternative that will achieve the original purpose of the problem behavior. Find this latter information at: http://ici2.umn.edu/preschoolbehavior/strategies/default.html
  
  
• Is this behavior normal, a phase, a development issue, or something more serious?
  www.nlm.nih.gov/medlineplus/childbehaviordisorders.html
  Family members and teachers may see a range of behaviors out of children and still not be sure if a particular behavior they're seeing indicates a childhood behavior disorder. Visit Medline Plus's page, which connects with various resources to help you decide, including Development and Behavior; You and Your Child's Behavior; Children's Threats: When Are They Serious?; and specific aspects, such as aggressive behavior; children who won't go to school; conduct disorders; fighting and biting; helping the child who is expressing anger; and know when to seek help for your child.
  
  

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• So what exactly is a Functional Behavioral Assessment?
  http://cecp.air.org/fba/default.asp
  This page answers the basic questions of "FBA: What is it?" It covers how to conduct and FBA, and how to use the results to create a positive behavioral intervention plan and supports. The information is broken down into digestible sizes and is easy to read and consume.



• Another quick description of FBA.
  www.pbis.org/english/Functional_Assessment_of_Behavior.htm
  
  
• Details about the process involved in FBA.
  http://www.aboutourkids.org/files/articles/nov_dec_2.pdf
  This 6-page newsletter defines the process of FBA. It gives clear descriptions and specific examples. A great, reader-friendly overview!
  
  
• Here's another reader-friendly overview.
  www.pacer.org/parent/php/php-c79.pdf
  FAPE is the Families & Advocates Partnership for Education. Although the project is no longer in operation, its 8-page brief on functional behavioral assessment and positive behavioral interventions is still available online. So is the Spanish version, at:
  www.pacer.org/parent/php/PHP-c79s.pdf
  
  
  
• Take a look at this review of research on Functional Analysis of Problem Behavior.
  http://seab.envmed.rochester.edu/jaba/articles/2003/jaba-36-02-0147.pdf
  This research review was originally published in Applied Behavior Analysis in Summer 2003.
  

• What is "Multimodal Behavior Analysis"?
  http://mfba.net/index.html
  The Duquesne University School Psychology Program provides a thorough description of the process of conducting a Functional Behavioral Assessment and writing a Behavior Intervention Plan.
  
  
• What do they mean by "strength based assessment"?
  http://cecp.air.org/interact/expertonline/strength/sba.asp
  This method of assessment empowers child by building on their personal strengths and resources, rather than focuses on their problems.
  
  
• The IEP team is definitely involved!
  The IEP team might find these two resources helpful in understanding FBA and what comes next: (1) An IEP Team’s Introduction To Functional Behavioral Assessment And Behavior Intervention Plans (available at: http://cecp.air.org/fba/problembehavior/main.htm); and (2) Conducting a Functional Behavioral Assessment (available at: http://cecp.air.org/fba/problembehavior2/main2.htm).
  
  

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• The link between functional behavior assessments and behavior intervention plans.
  http://ericec.org/digests/e592.html
  Research has demonstrated that FBAs can lead to the development of effective, proactive BIPs. Find out more in this digest from the ERIC system.
  
  
• How do you go about developing a behavioral intervention plan?
  www.ldonline.org/article/6180
  This article explains the requirements of the IDEA regarding addressing problem behavior. It provides a step-by-step guide to conducting a functional behavioral analysis, and writing a behavior plan.
  
  
• Writing the plan for school involves the IEP team.
  http://cecp.air.org/familybriefs/docs/BEHAVIORALMEETINGS.pdf
  The Center for Effective Collaboration and Practice (CECP) offers a number of family briefs on behavior. Two were mentioned above under "Behavior as Communication." If you'd like to know more about how to write a BIP, read CECP's Behavioral Planning Meetings, which describes what BIPs are and how parents and the school system work together to write one.
  
  
• Suppose the IEP team doesn't know much about behavior, FBA, or BIPs?
  http://cecp.air.org/fba/problembehavior/main.htm
  If the IEP team isn't real sure how to address a student's problem behavior, then members might find this CECP resource helpful: Addressing Student Problem Behavior, Part I: An IEP Team's Introduction to Functional Behavioral Assessment and Behavior Intervention Plans. It's available at the link above. Also to the point is Creating Positive Behavioral Intervention Plans and Supports, available at: www.air.org/cecp/fba/problembehavior3/main3.htm
  
  
• Would a sample form help?
  www.circleofinclusion.org/english/formsarticles/forms/10challengingbehavior/form10index.html
  The Circle of Inclusion (for early childhood service providers and families of young children) offers a number of sample "Forms to Support a Child with Challenging Behaviors." These include: (1) a behavior log; (2) a blank behavior intervention program; (3) a sample behavior intervention program; (4) an environmental and curricular checklist; (5) social skills training; and (6) problem behavior analysis.
  
  

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• What exactly is Positive Behavior Support?
  www.nau.edu/ihd/positive/ovrvw.html
  This excellent, reader-friendly guide to Positive Behavior Support is provided by Institute for Human Development at Northern Arizona University. A Spanish version is available at: www.nau.edu/ihd/positive/sumario.html

• What are the components of Behavioral Support?
  www.state.ky.us/agencies/behave/homepage.html
  This site offers information on a 3-tier model of behavior support: (1) school-wide, (2) small group, and (3) individual. It gives information on what all students need to be successful.
  
  
• Positive behavior support and functional assessment.
  http://ericec.org/digests/e580.html
  This digest from the ERIC system looks at the research on positive behavior support and school-wide behavior change, then briefly discussions functional assessment of young children.
  
  
• What's the research say about PBS?
  http://ericec.org/osep/recon4/rc4cov.html
  This issue of Research Connections in Special Education describes promising research in using positive behavioral supports to improve learning opportunities for students with disabilities.
  
  
• Positive behavioral interventions and supports.
  www.ldonline.org/article/6035
  This article from LDOnline explains why PBIS is important and outlines key principles of practice.
  
  
• More about PBS and its individualized approach to managing challenging behavior.
  http://www.vanderbilt.edu/csefel/briefs/wwb10.html
  This What Works briefs from the Center on the Social and Emotional Foundations for Early Learning summarizes PBS and talks about how it works, factors that will limit its effectiveness, and whether it's really just "giving in" to the child. A Spanish version is available at:
  http://www.vanderbilt.edu/csefel/briefs/wwb10-sp.html
  
  
• Tips for parents: How to get behavior supports into the IEP.
  www.pbis.org/files/parentiep.doc
  This guide, a collaboration between the Beach Center on Disabilities and the Center for Positive Behavioral Interventions and Supports, contains a wealth of suggestions for parents.
  
  
• Need training materials for parents on positive behavioral interventions?
  www.fape.org/pubs/idea_training_materials.htm#POSITIVE
  These training materials, subtitled Parents Need to Know, include 37 overheads and a curriculum for trainers. The set is available in Spanish as well and on CD-ROM.

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• There's a center focusing exclusively on PBIS.
  www.pbis.org/english
  The Center on Positive Behavioral Interventions and Supports is funded by the Office of Special Education Programs (OSEP) to provide information, training, support, and guidance to the nation on addressing behavior problems in research-based and effective ways. They offer information in English and in Spanish.
  
  
• Check out this one-stop-shop on behavior!
  www.bridges4kids.org/PBS/PBS.html
  This site has info for both families and teachers on FBAs, behavior intervention plans, bullying, and discipline issues.
  


• Don't forget to check out the other NICHCY A-Z pages on behavior.
  www.nichcy.org/resources/default.asp
  They're listed and linked at the top of this file, and offer quick connections and resources on other behavior-related issues.
  

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3--
NICHCY Connections...
to Behavior at Home

NICHCY is pleased to connect you with sources of information for helping your child with his or her behavior at home. Having a child with challenging behavior can affect the entire family, and family members often find the need for more information and guidance in this difficult area. The resources listed below are intended to connect families with resources and support.

The list below isn't intended to be exhaustive of the behavior resources available---it's ever-growing. We'll be adding to this page constantly, so check back often to see what's new! We'll mark new entries with a .

• Help your children develop self-control.
  www.aboutourkids.org
  Using real-life stories, this Web site (from the New York University Child Study Center) illustrates the warning signs of problem behavior, do's and don'ts of discipline, and references to related articles and books.
  
  
• How might you address your child's challenging behavior?
  www.pbs.org/parents/issuesadvice/inclusivecommunities/challenging_behavior.html
  You'll find this reader-friendly site is well organized. It has facts about all aspects involved in working with children who have challenging behavior. Links to information on assessment and special education are provided. The information is also available in Spanish, at:
  www.pbs.org/parents/issuesadvice/inclusivecommunities/challenging_behavior_sp.html
  

• More on teaching kids self-control skills.
  www.naspcenter.org/pdf/behavior%20template.pdf
  Learn strategies to teaching kids the techniques for self control. Written by the National Association of School Psychologists, this 4-page document gives ways to help children identify their feelings and learn to recognize the connection between feelings and behaviors. It also offers specific techniques to teach your child how to handle anger.
  
  
• Yet more on teaching children to manage their own behavior.
  http://csefel.uiuc.edu/briefs/wwb7.html
  What Works briefs from the Center on the Social and Emotional Foundations for Early Learning summarize effective practices for supporting children's social-emotional development and preventing challenging behaviors. This 4-pager describes practical strategies for helping children learn to manage their own behavior and provides references to more information. A Spanish version is available at: http://csefel.uiuc.edu/briefs/wwb7-sp.html
  
  
• What's the relationship between types of toys and children's social behavior with peers?
  www.evidencebasedpractices.org/bridges/bridges_vol1_no5.pdf
  This research synthesis from the Research and Training Center (RTC) on Early Childhood Development will tell you what types of toys and play materials are most associated with young children's social play.
  
  
• About-face for stormy preschoolers.
  www.evidencebasedpractices.org/bottomlines/bottomlines_vol1_no4.pdf
  This research-based, easy-to-read summary from the Research and Training Center (RTC) on Early Childhood Development will tell you about Parent-Child Interaction Therapy and its positive effects on childhood behavior.
  
  
• Alternatives to spanking.
  http://www.nmha.org/children/discipline.pdf
  Available on the Web site of the National Mental Health Association (NMHA), this article discusses the difference between discipline and punishment, the negative consequences of physical discipline, and a range of positive alternatives.
  
  
• Reinforcing small changes in behavior.
  www.schwablearning.org/articles.asp?r=631&g=2
  Written by a psychologist who works extensively with children and teens with AD/HD and explosive and defiant behaviors, this article talks about how children and adolescents learn, about misbehavior, and small steps that parents can use to help their child toward better behavior.
  
  
• Get behavior in shape at home.
  www.pbis.org/English/behaviorshape.htm
  How do you create a Positive Behavioral Support system in your home? It's easy! This Web site gives easy-to-implement suggestions. Learn the reasoning behind different techniques and how to use them to achieve your behavior goals. Specific examples include: eating dinner, asking for things while grocery shopping, and budgeting to teach children the value of money. (Also available in Spanish, at: www.pbis.org/files/behshapespanish.doc)
  

• Learn practical solutions to common behavior problems.
  http://cecp.air.org/familybriefs
  This web page links to 12 different publications on various topics, including promoting resilience in children, encouraging good behavior, and how to get your children involved in addressing their own challenging behaviors.

• Your parent-friendly guide to functional assessment and support.
  www.uoregon.edu/~ttobin/parent.pdf
  This 21-page guide describes what a functional assessment is, and what it can do to help your child. You can use this information to help your child at home, and also work with school staff to put a plan into place at school.
  

• Functional behavioral assessment (FBA) and positive interventions:
  What parents need to know.
  www.pacer.org/parent/php/php-c79.pdf
  This publication will help you find out what is causing your child's problem behaviors. After you find the cause, you can create a game plan to support and encourage the behaviors you do want, and get rid of the behaviors you don't want. Also available in Spanish and Hmong.
  

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• Why does my kid do that?
  www.beachcenter.org/default.asp?strResource=all&Submit=Go&submitFlag=true&id=9&act=view&type=topic
  Want to know why your child engages in problem behavior? Check out this guide to family-friendly resources from the Beach Center. Find out how to determine why a person with a disability engages in problem behavior and ways to support the individual in learning other ways to act. Read articles, personal stories, tip lists, and find out about other web sites, books, manuals, and reports on solving behavior problems.



• Fact sheets! Get your fact sheets here!
  www.nmha.org/infoctr/factsheets/index.cfm
  This site is a fact sheet treasure chest. You'll find information on an wide range of topics such as anxiety disorders, bullying, ADHD, and autism. Also, get tips for making transition back to school after vacation go smoothly.

• How to get help for your child.
  www.uoregon.edu/~ttobin/Finding.htm
  Having trouble getting what your child needs? This reader-friendly site offers communication tips to use when seeking help. You'll learn techniques for keeping things in perspective, focusing on the problem at hand, and what info you should be prepared to provide when you are asking for help. Plus, you can print out a handy checklist to help keep track of the information you gather.

• How to get help for yourself.
  www.conductdisorders.com/
  The link above will lead you to a group of parents who are raising challenging children. They invite you in and offer their site as a "soft place to land for the battle-weary parent."

• Mental Health Fact Sheets!
  www.aacap.org/publications/factsfam/index.htm
  This web site has 87 fact sheets on various issues, including ADHD, depression, conduct disorders, oppositional defiance disorder, and violent behavior. These up-to-date, well-written pubs are available in English, Español, Deutsch, Français, Polish and Icelandic.
  
  
• Learn what really works!
  http://cecp.air.org/familybriefs/
  This web page links to 12 different research-based publications on various topics, including promoting resilience in children, encouraging good behavior, and how to get your children involved in addressing their own challenging behaviors.
  

• What's temperament and personality got to do with it?
  http://familyfun.go.com/raisingkids/child/skills/feature/FGP_personality/FGP_personality.html
  This 4-page excerpt from the Field Guide to Parenting by Shelley Butler and Deb Kratz discusses temperament and behavior. Bonus: This Web site is rich in links to many parenting tips and other Web sites.
  
  
• More about temperament and its affect on behavior.
  www.schwablearning.org/articles.asp?r=495&g=1
  Let Schwab Learning introduce you to nine temperament traits: activity level, sensitivity, regularity, approach/withdrawal, adaptability, mood, intensity, persistence, and distractibility. Find out to pinpoint your child's traits and how they can affect behavior.
  
  
• Working with your child's temperament.
  www.schwablearning.org/articles.asp?r=494
  Get ideas on helping children in ways that match their natural tendencies. This site offers suggestions for managing extreme behaviors. Click on the link to the Parent to Parent message board to read tips from other parents.

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NICHCY is pleased to connect you with sources of information for helping children with disabilities with respect to behavior at school. School presents a unique challenge for children with behavior issues. Teachers need tools to use to help provide support and guidance, and administrators need methods for creating a positive learning atmosphere within the entire school. We've included resources below that, hopefully, will give teachers and schools the tools they need to create safe and positive learning environments for all children, while providing the informed and positive behavior support that some students need to flourish.

The list below isn't intended to be exhaustive of the behavior resources available for addressing school issues---it's ever-growing. We'll be adding to this page constantly, so check back often to see what's new!

• Don't miss this quick training on behavior problems in school.
  http://smhp.psych.ucla.edu/qf/behaviorprob_qt
  You'll love the brief overviews on topics such as, "Behavior Problems. What's a School to do?" Check out the fact sheets on behaviors like Oppositional Defiance Disorder (ODD), and Conduct Disorder. You'll also find tools and handouts, model programs, and additional resources.
  
  
• Teachers! Arm yourself with this knowledge and stop problem behaviors before they start!
  http://smhp.psych.ucla.edu/pdfdocs/rhythms.pdf
  This 65-page guide helps teachers anticipate common problems throughout the year and plan prevention and early intervention to minimize them. Suggestions provided on a monthly basis.
  
  
• Play at being good: The good behavior game.
  www.colorado.edu/cspv/publications/factsheets/blueprints/FS-BPP01.html
  This is one fun way to involve the whole class in supporting positive behavior. Especially good for elementary students demonstrating early high-risk behavior.
  
  
• Time-outs.
  www.state.ky.us/agencies/behave/bi/toeffuse.pdf
  This 7-page guide helps teachers, educators and other practitioners implement time-out procedures appropriately and effectively.
  
  
• Discipline: What works, what doesn't.
  www.naspcenter.org/factsheets/effdiscip_fs.html
  This guide discusses the failure of punitive disciplinary practices and promotes supportive discipline strategies. It provides great tips on research-based approaches to positive behavior change.
  
  
• Dodging the power-struggle trap: Ideas for teachers.
  www.interventioncentral.org/htmdocs/interventions/behavior/behtrap.shtml
  A conflict requires two people. If a teacher remains cool and calm, a conflict can often be avoided. This guide offers practical advice for disengaging, interrupting, and deescalating problem behavior, and gives specific examples of how to react in different scenarios.
  
  
• Tips for classroom management.
  www.pbis.org/English/Classroom_Support.htm
  Here you'll find ideas for developing classroom systems of positive behavioral support. These are tried and true management practices that have proven effective over years of use.



• A LOT on classroom management.
  http://classroommanagement.edreform.net/
  The Classroom Management portal at Education Reform Networks points to exemplary, free, and fee-based digital content on research-based classroom management practices that can help administrators, policy makers, and educators plan for and implement programs that result in effective learning and teaching. The materials are organized into the following categories: rules and procedures, disciplinary interventions, teacher-student relationships, mindfulness and alertness, student self-management, and getting off to a good start.
  


• Teach your students to manage their own behavior.
  www.fape.org/pubs/fape-20.pdf
  This one-page overview covers classroom-wide behavior strategy.
  
  
• More on teaching children to manage their own behavior.
  http://csefel.uiuc.edu/briefs/wwb7.html
  What Works briefs from the Center on the Social and Emotional Foundations for Early Learning summarize effective practices for supporting children's social-emotional development and preventing challenging behaviors. This 4-pager describes practical strategies for helping children learn to manage their own behavior and provides references to more information. A Spanish version is available at: http://csefel.uiuc.edu/briefs/wwb7-sp.html
  
  
• And yet more.
  http://classroommanagement.edreform.net/portal/classroommanagement/
  studentselfmanagement
  The Classroom Management portal at Education Reform Networks includes a subsection on student self-management, which will lead you to exemplary, free, and fee-based digital content on research-based student self-management practices in these categories: cognitive strategies for self-control, record keeping and rewards, the classroom meeting, written self-reflections, and written statements of beliefs.
  
  
• What about early childhood settings and the social development of young children with their peers?
  www.evidencebasedpractices.org/bridges/bridges_vol1_no5.pdf
  This research synthesis from the Research and Training Center (RTC) on Early Childhood Development will tell early childhood practitioners what types of toys and play materials are most associated with young children's social play with peers.

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• Creating a behavior plan? Need some ideas?
  www.albany.edu/psy/autism/pbsplan.html
  Check out this sample behavioral support plan template. It is clearly written, well thought out, and easy to follow.
  
  
• Watch out for these behavior plan pitfalls!
  www.schoolbehavior.com/Files/pitfalls.PDF
  This 3-page guide gives descriptions of 12 common mistakes in implementing behavior plans, then offers solutions.
  
  
• Do you have a moody student?
  www.schoolbehavior.com/Files/tips_mood.pdf
  Read about accommodations for medication side-effects, sleep disturbances, impaired concentration, focus, and memory, testing, homework and more.
  
  
• Behavior and students with AD/HD.
  www.chadd.org/fs/fs9.htm
  If you have a student with attention-deficit/hyperactivity disorder (AD/HD), you'll find a lot of useful info at CHADD (Children and Adults with AD/HD), especially the fact sheet above on managing and modifying behavior.
  
  
• Behavior and students with learning disabilities.
  www.ldonline.org/article/6030
  This article, available at LDOnline, comes from the book published by Paul H. Brookes entitled Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management.
  
  
• Working with students with ODD/Conduct Disorder?
  www.beachcenter.org/stories/default.asp?intResourceID=76&act=detail&tip=true&type=category&id=3
  This site provides real-life stories and tip lists for encouraging cooperation from students with ODD and Conduct Disorders.
  
  
• Students with autism.
  http://www.autism-society.org/site/PageServer?pagename=BehavioralandCommunicationApproaches
  From the Autism Society of America, learn more about "Behavioral and Communication Approaches" for children with autism.
  
  
• What's the research say about pivotal response training (PRT) for young children with autism?
  www.evidencebasedpractices.org/bridges/bridges_vol2_no4.pdf
  This research synthesis focused on the effectiveness of Pivotal Response Training (PRT) as a behavioral intervention for young children with disabilities.
  
  
• Students with autism, MR, or other developmental disabilities.
  www.dddcec.org/publications.htm
  Try Within Our Reach: Behavior Prevention and Intervention Strategies for Learners with Mental Retardation and Autism. This first book in the DDD Prism Series provides practical ways to resolve behavioral concerns of students with mental retardation, autism, and other developmental disabilities and focuses on responding to the communicative intent of various behavior problems. (Product #D5250, $11.95/CEC Members $9.00.) To order, call toll-free 1.888.232.7733.
  
  
• Down syndrome and behavior.
  www.ndsccenter.org/aboutUs/ps_behaviors.asp
  This "Position Statement On the Management Of Challenging Behaviors" from the National Down Syndrome Congress (NDSC) identifies key features consistent with quality programs for the individuals with Down syndrome. Presented as guidelines, the statement is derived from several sources: (a) the research literature on behavior management,(b) model programs that implement state-of-the-art procedures and deliver effective services for people with disabilities, and (c) values about the rights of individuals with disabilities and their place in society.
  
  
• More behavior observations and guidelines on Down syndrome.
  www.ndss.org/content.cfm?fuseaction=InfoRes.Devarticle&article=210
  The Behavior Guidelines at the link above come from the National Down Syndrome Society (NDSS) and are, in essence, a bulleted, easy-to-read list divided into three sections (preschool, school age, and adults). For each section, three types of information are presented: common concerns, information needs, and recommendations.

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• Start at NICHCY.
  www.nichcy.org/idealist.htm
  The link above leads you to what we call the "vetted" list---meaning, publications reviewed and approved by the Office of Special Education Programs (OSEP) on the IDEA and its regulations. Click on "Behavior/Discipline/Safe Schools," and you'll jump to a description of what's been changed in IDEA's behavior/discipline provisions as a result of its reauthorization in 2004. (If you want to know about IDEA 1997 provisions on discipline and behavior, visit the "vetted" list for the 1997 amendments to the law, at: www.nichcy.org/idea1997list.htm
  
  
• Disciplining students with disabilities: A very thorough overview from NASP.
  www.nasponline.org/publications/cq262discipline.html
  Visit all the bases in this article from the National Association of School Psychologists: positive learning environments, the IEP as a vehicle to manage behavior problems, addressing and preventing challenging behaviors, weapons and drugs, and an explanation of what IDEA requires schools to do.
  
  
• What are the school's obligations?
  www.wrightslaw.com/advoc/ltrs/behavior_obligate.htm
  Wrightslaw answers questions from school personnel about obligations to "students who may be dangerous to us."
  
  
• Discipline: Suspensions, expulsions, and IEPs.
  www.wrightslaw.com/advoc/ltrs/behavior_obligate.htm
  Parent attorney Bob Crabtree describes the school's responsibilities under IDEA, including provision of FAPE, alternative educational placements, functional behavioral assessments, and behavior intervention plans.
  
  

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• Good behavior for the whole school.
  www.fape.org/pubs/fape-22.pdf
  This family-friendly guide gives a quick overview on why positive behavior programs work even better when implemented on a school-wide basis. Contact information on further resources is provided.
  
  
• School-wide positive behavior support helps individual students with disabilities.
  www.beachcenter.org/research/FullArticles/PDF/PBS19_Blueprint%20for%20Schoolwide%20PBS.pdf
  This 26-page how-to guide provides a case study of an eighth grader with autism, and gives concrete examples of how to implement PBS at the universal, group, and individual levels. Implementing PBS on a school-wide basis positively affected this student with autism, on an individual level.
  
  
• What challenges do urban schools face when applying school-wide positive behavior supports?
  www.beachcenter.org/research/FullArticles/PDF/PBS23_Urban%20applications.pdf
  This high-level publication discusses the unique issues urban, lower socioeconomic areas deal with when implementing school-side positive behavior plans and the lessons that have been learned through trial and error. In addition to the general discussion, this publication highlights a particular student, and follows him through several years of school.
  
  
• Positive Behavioral Support and the whole school.
  www.pbis.org/English/Schoolwide_PBS.htm
  This publication breaks down the process of developing a school-wide PBS system, giving specific examples of how these systems are designed and implemented. It answers FAQs regarding school-wide PBS systems, and provides links to other sites. A Spanish version is also available, at: www.pbis.org/Spanish/default.htm
  
  
• What Works! Interventions for chronic behavior problems.
  www.nichcy.org/pubs/research/rb1txt.htm
  This publication gives an overview on what research says about promising interventions for students with a history of behavior problems. Plus, it's chock full of resources for further information.

• Principals! Don't miss this! Defusing Violent Behavior in Young Children: An Ounce of Prevention.
  www.naspcenter.org/pdf/violent_handout.pdf
  This excellent 4-page document from the National Association of School Psychologists addresses how to handle violent outbursts in young elementary students.
  
  
• Fight hate and promote tolerance!
  www.tolerance.org
  This site has sections for teachers, parents, teens, and kids.
  
  
• Enhancing school staff understanding of mental health and psychosocial concerns.
  http://smhp.psych.ucla.edu/pdfdocs/enhancingschoolstaff.pdf
  This 61-page publication offers ways to address barriers for all students. Written by the UCLA Center for Mental Health in Schools.
  
  
• Hear ye! Hear ye! Read all about it!
  www.specialednews.com/behavior/behavior.html
  The best part of this site is the news list. You'll also find links to behavior-related news articles, a reading list on behavior materials, and links to other behavior-related web sites.
  
  
• Especially for elementary and middle schools!
  www.emstac.org/resources/social_skills.htm
  Don't miss this site! It is dedicated to social skills and discipline. Check out the links to information, organizations, and other web sites.
  

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5--
NICHCY Connections...
to Bullying

Launched March 16, 2004
Resources added, May 10, 2004
Approx. 3 pages when printed



Authors
Dr. Barbara Smith & Mary Kate Gutiérrez
NICHCY

NICHCY is pleased to connect you with sources of information for helping children with disabilities with respect to behavior. This section focuses on bullying. Bullying is a serious problem with horrible consequences if left unchecked. The good news is that you can do lots to stop it. We hope that the resources listed below are useful to you in that effort.

The list below isn't intended to be exhaustive of the behavior resources available for addressing bullying---it's ever-growing. We'll be adding to this page throughout the year, so check back now and again to see what's new! We'll mark new entries with a .

---

Preventing Bullying

• Do interventions work to reduce bullying in school?
  www.education.unisa.edu.au/bullying/intervention.htm
  This 66-page report from the the University of South Australia focuses on reducing bullying in preschool and early primary grades. The evaluation examined 13 studies from more than 8 countries. Similarities were noted in how to stop and reduce bullying. The report discusses the successes and failures of these different "reduce bullying" attempts.

• The lowdown on bullying.
  www.nmha.org/pbedu/backtoschool/bullying.cfm
  What's bullying, and what do we do about it? This article from the National Mental Health Association tells the story, quick and to the point.

• Untangling the myths: What the research tells us.
  www.nwrel.org/request/dec01/untangling.html
  Find out what is and isn't true about bullies. Learn how to identify a bully and a bullying victim. Get suggestions on how to stop bullying.

• Want to create an anti-bullying program at your school?
  www.nwrel.org/request/dec01/choosingcreating.htm
  Learn how to avoid potential pitfalls when starting a school-wide anti-bullying program. Find out how to choose a bullying prevention program that is right for your school. Print out the worksheet on creating an anti-bullying plan.

• Quick training aids for the prevention of bullying.
  http://smhp.psych.ucla.edu/qf/bully_qt
  Planning on giving your staff training on bullying? Check out these talking points for conducting an inservice workshop. You'll find links to various research studies and papers on bullying. Get overviews, factsheets, tools, handouts, model programs, and additional resources. You'll also find overheads to use in your presentation.



• What's a parent to do?
  www.pacer.org/publications/bully.htm
  Find out, and tell others, with "Is Your Child a Target of Bullying? Intervention Strategies for Parents of Children with Disabilities," a publication of the PACER Center. It's available on CD-ROM or on overhead color transparencies with a printed script($15 CD-ROM / $165 Color Transparencies with Script). The link above will tell you all about it.
  
  
• More on what parents can do.
  www.schwablearning.org/articles.asp?r=697&g=2
  As a parent, would you recognize the signs that your child is being bullied? Or that your child was a bully? This article will help you do both and provides suggestions for what to do about each.



• And when youth with disabilities are bullied...
  www.ncset.org/publications/viewdesc.asp?id=1332
  Consult this Issue Brief from NCSET (National Center for Secondary Education and Transition), called "Bullying and Teasing of Youth With Disabilities: Creating Positive School Environments for Effective Inclusion."
  


• Newsletter on bullying.
  www.aboutourkids.org
  You won't wont to miss this newsletter from New York University (NYU) Child Study Center. The October 2003 issue is dedicated to Bullies and Victims: What a Parent Can Do. It is available in English, Spanish, Chinese, and Korean.
  



• Bullying Prevention Initiative.
  www.mentalhealth.samhsa.gov/15plus/aboutbullying.asp
  The Substance Abuse and Mental Heath Services Administration’s (SAMHSA’s) Center for Mental Health Services (CMHS) is offering new, online publications that focus on bullying as part its Bullying Prevention Initiative. The initiative is supported by prime-time television, public service messages, and bullying prevention educational materials. This ongoing, multi-media communications initiative is entitled 15+ Make Time To Listen, Take Time To Talk...About Bullying. Download the publications at the link above.
  



• And last but not least---Take a Stand. Lend a Hand. Stop Bullying Now!
  www.stopbullyingnow.hrsa.gov/index.asp
  The team of adults who developed this "Stop Bullying" campaign worked very closely with members of a Youth Expert Panel made up of 9 through 13-year-olds who made sure the campaign reflected the "real life" impact of bullying in middle school and beyond. Find a wealth of information and resources on bullying and how to stop it.
  

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