This text acknowledges the comments and suggestions of many reviewers and users on how we might update and improve the third edition. The text continues to provide readers with both technical and functional understanding of applied behavior analysis, as well as a discussion of the everyday applications of behavior management in classrooms and other educational settings. We try to communicate this information in language that is understandable to professionals and paraprofessionals. As with the third edition, readers will observe several major differences with this text compared to other behavior management or applied behavior management texts. These differences are based on specific values regarding the management of behavior and the recognition of current trends in society. Chapter 5 has been added in order to take a more detailed look at the relationship between student behavior and classroom curriculum through curriculum-based assessment. The topic of functional behavioral assessment has also been expanded and is now covered in greater detail in a new Chapter 6. Chapter 3, which included functional behavioral assessment in the previous edition, now focuses exclusively on data collection procedures and related issues. Cognitive behavior management, a significant topic in the behavior management literature, has been largely ignored in current behavior management texts. In view of this, Chapter 8 includes information that will help fill that void for readers who would like to gain an understanding of behavior management beyond the traditional methods of applied behavior analysis. With constant changes in the law and many court rulings regarding discipline in schools, Chapter 11 provides the very latest information for educators regarding the legal issues of behavior management in the schools. This text also recognizes the growing preschool field and the expansion of day care and other services provided for infants, toddlers, and preschoolers. Although the basic principles of behavior management apply for all children, preschool teachers and day-care workers must understand that infants and young children have unique characteristics that demand special consideration. The growing number of early childhood programs require that we address this population directly, and so we acknowledge the special issues of early childhood behavior in Chapter 12. Adolescent issues are also a significant and growing concern to many educators. The number of adolescents referred to out-of-home treatment facilities is at an all-time high. Clearly, this population requires special attention in the field of behavior management, and we address these special issues directly in a new Chapter 13. A person's behavior is influenced by his or her ethnic background, gender, culture, and a variety of other individual variables. In a much improved and updated Chapter 14, we urge all educators to learn about, and become sensitive to, individual differences and how these characteristics may influence a child's behavior within the classroom. The danger of stereotyping is always possible while writing about multicultural issues. We have tried to avoid this trap, recognizing the uniqueness of all individuals, while at the same time acknowledging the influence of traditions and customs of those who share a common ethnic and cultural background. Finally, we recognize that the best and most effective behavior management strategy is the teaching and reinforcement of appropriate behaviors. This belief is integrated throughout the text. This text includes the basic mechanics of applied behavior analysis. In many areas, however, the text breaks from the traditionalapplied behavior analysis texts and includes current topics and issues in behavior management, as well as special populations (e.g., diversity, early childhood, and adolescent issues). We hope our readers will find these additional chapters useful and informative.Zirpoli, Thomas J. is the author of 'Behavior Management Applications for Teachers', published 2004 under ISBN 9780131106673 and ISBN 0131106678.