The emotional and behavioral problems of students in the classroom are a major concern for teachers, administrators, and the public. Without effective behavior management, a positive and productive classroom environment is impossible to achieve. Forty years of scientific research supports the efficacy of behavioral interventions in the classroom, yet school psychologists and teachers are often unaware of this evidence or of how to apply it. This book provides school psychologists, counselors, social workers, school administrators, and teachers with a summary of ecologically sound primary, secondary, and tertiary prevention strategies. The contributors cover fundamentals such as how to conduct a behavioral assessment, how to measure treatment integrity and response to intervention, and how to promote generalization and maintenance of learned positive behaviors. They also discuss prevention measures such as positive behavior support and group contingencies that schools can implement system-wide. Several chapters describe more narrowly focused interventions such as daily report cards and self modeling, while the final section explains how to customize behavioral strategies for special populations such as preschoolers; children with autism, internalizing, or externalizing disorders; and those who have experienced trauma. Readers who are new to behavioral interventions should be able to use the techniques immediately, while experienced practitioners will use this book as a resource to guide their practice. This book begins with an introduction by Angelegue Akin-Little, Steven G. Little, Melissa A. Bray, and Thomas J. Kehle. Part I, Foundations for Designing School-Based Behavioral Interventions, contains: (1) Behavioral Consultation (William P. Erchul and Ann C. Schulte); (2) Behavioral Assessment in the Schools (T. Steuart Watson and Tonya S. Watson); (3) Introduction to Functional Behavioral Assessment (George H. Noell and Kristin A. Gansle); (4) The Importance of Treatment Integrity in School-Based Behavioral Intervention (Brian K. Martens and Laura Lee McIntyre); and (5) The True Effects of Extrinsic Reinforcement on "Intrinsic" Motivation (Angeleque Akin-Little and Steven G. Little). Part II, Systematic Approaches to Prevention and Intervention, contains: (6) An Introduction to Cognitive Behavior Therapies (Raymond DiGiuseppe); (7) Improving Children's Fluency in Reading, Mathematics, Spelling, and Writing: A Review of Evidence-Based Academic Interventions (Tanya L. Eckert, Robin M. Codding, Adrea J. Truckenmiller, and Jennifer L. Rheinheimer); (8) School-Wide Positive Behavior Support: A Systems-Level Application of Behavioral Principles (Brandi Simonsen and George Sugai); (9) Proactive Instructional Strategies for Classroom Management (Joseph H. Wehby and Kathleen Lynne Lane); (10) Applying Group-Oriented Contingencies in the Classroom (Christopher H. Skinner, Amy L. Skinner, and Bobbie Burton); (11) Classroom Application of Reductive Procedures: A Positive Approach (Steven G. Little, Angeleque Akin-Little, and Clayton R. Cook); and (12) Generalization and Maintenance of Learned Positive Behavior (Mark W. Steege and Erin Sullivan). Part III, Specific Behavioral Techniques, contains: (13) Using Response to Intervention for Identification of Specific Learning Disabilities (Frank M. Gresham); (14) Daily Report Cards: Home-Based Consequences for Classroom Behavior (Mary Lou Kelley and Nichole Jurbergs); and (15) Self-Modeling (Thomas J. Kehle and Melissa A. Bray). Part IV, Customizing Behavioral Strategies for Special Populations, contains: (16) Practical Strategies in Working With Difficult Students (William R. Jenson, Elaine Clark, and Jason Burrow-Sanchez); (17) Behavioral Interventions With Externalizing Disorders (George J. DuPaul and Lisa L. Weyandt); (18) Interventions for Internalizing Disorders (Thomas J. Huberty); (19) Behavioral Interventions for Preschoolers (David W. Barnett and Renee O. Hawkins); (20) Behavioral Interventions and Autism in the Schools (Susan M. Wilczynski, Laura Fisher, Lauren Christian, and Jesse Logue); and (21) Trauma-Focused Cognitive Behavior Therapy (Steven G. Little and Angeleque Akin-Little). An index is included.