The "Why" Behind Classroom Behaviors, PreK-5: Integrative Strategies for Learning, Regulation, and Relationships

Chaves, Jamie E.; Taylor, Ashley

ISBN 10: 1071816101 / ISBN 13: 9781071816103

Published by Corwin, 2020

About this Item

Used - Acceptable: All pages and the cover are intact, but shrink wrap, dust covers, or boxed set case may be missing. Pages may include limited notes, highlighting, or minor water damage but the text is readable. Pages may include limited notes and highlighting, but the text cannot be obscured or unreadable. Any access codes or passwords originally included with the book may be expired, used or no longer valid. Image is stock photo and cover art edition may be different than pictured.

Seller Inventory # MERV.1071816101.A

Bibliographic Details

• Title: The "Why" Behind Classroom Behaviors, PreK-5: Integrative Strategies for Learning, Regulation, and Relationships
• Publisher: Corwin
• Publication Date: 2020
• Language: English
• ISBN 10: 1071816101
• ISBN 13: 9781071816103
• Binding: Soft cover
• Condition: acceptable

About this title

Synopsis

Reframing behaviors for competence, confidence, and successful outcomes

With dysregulation and neurodevelopmental diagnoses on the rise, classrooms are more diverse than ever. Despite efforts to support each student’s needs and sensitivities, educators are often left frustrated and unsupported when strategies for managing all kinds of behaviors, from anxiety to acting out, prove ineffective, short-lived, or even detrimental to the students’ and teachers’ happiness and progress.

Through a reflective lens, this book equips teachers and support staff to help all students thrive by identifying and fostering each teacher’s and child’s individual differences and unique strengths. Written in an accessible, conversational style, this book will help educators:

-  Build confidence in identifying and addressing behaviors in order to support student growth and brain development
-  Learn about an interdisciplinary approach that combines education, occupational therapy, and psychology to better understand and navigate brain-based regulation, relationships, and behaviors in the classroom 
-  Use relevant research, illustrations, and strategies for reflective and experiential moments
-  Discover strategies to facilitate co-regulation, establish positive classroom relationships, address sensory needs,                          communicate with parents, and practice self-care

This reflective, insightful book provides workable strategies to help all students, as well as those who care for them, feel more competent, confident, and successful.

About the Authors

Dr. Jamie Chaves, OTD, OTR/L, SWC, is a pediatric occupational therapist with over 8 years of experience working with children who have sensory processing differences and learning differences. She received bachelor’s degrees in health science and Psychology from Bradley University, and a doctorate of Occupational Therapy from Washington University School of Medicine in St. Louis. Dr. Chaves is the division leader for the occupational therapy department at The Center for Connection in Pasadena, CA―a multidisciplinary clinic that provides an array of services rooted in the IPNB framework. She recognizes the importance of a play-based, relationship-based approach to therapy that is rooted in regulation. She does contract work with various private schools in Pasadena, CA, particularly delivering teacher in-services and parent education on a variety of topics including promoting positive handwriting, sensory integration strategies in the classroom, how diet and sleep influence learning and regulation, and the impact of screen time on development and learning. Dr. Chaves lives in Pasadena, CA with her husband and 2 young children.

Dr. Ashley Taylor is a licensed clinical pediatric psychologist with a practice in Pasadena, California. She is endorsed in California as an infant-family and early childhood mental health specialist.  She received bachelor’s degrees in psychology and Spanish from the University of Vermont in Burlington, VT, and attended the Wright Institute in Berkeley California for her graduate training. She has worked in Vermont, Massachusetts, and California supporting children, families and educators for over 15 years. She specializes in providing comprehensive pediatric evaluations assessing for developmental delays, autism, trauma, ADHD and learning disabilities. She also provides parent-child dyadic mental health therapy as well as educator and parent trainings and workshops. She has provided evaluations and mental health services for the pediatric population across multiple settings including intensive day treatment programs, medical settings, schools, community mental health and private practice. She believes in the power of building healthy relationships to build healthy brains! Dr. Taylor is also the mom to two fun and active boys who are always ready for the next big adventure!