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A revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behavior to reinforcing desired, positive behaviors of children in the classroom. With its foundation in applied behavior analysis (ABA), positive behavior support (PBS) is a social ecology approach that continues to play an increasingly integral role in public education as well as mental health and social services nationwide. The Handbook of Positive Behavior Support gathers into one concise volume the many elements of this burgeoning field and organizes them into a powerful, dynamic knowledge base – theory, research, and applications. Within its chapters, leading experts, including the primary developers and researchers of PBS: (1) Review the origins, history, and ethical foundations of positive behavior support. (2) Report on applications of PBS in early childhood and family contexts, from Head Start to foster care to mental health settings to autism treatment programs. (3) Examine school-based PBS used to benefit all students regardless of ability or conduct. (4) Relate schoolwide PBS to wraparound mental health services and the RTI (response to intervention) movement. (5) Provide data and discussion on a variety of topics salient to PBS, including parenting issues, personnel training, high school use, poorly functioning schools, and more. This volume is an essential resource for school-based practitioners as well as clinicians and researchers in clinical child, school, and educational psychology.
Primary text or supplement for graduate-level courses or seminars on applied behavior analysis, educational reform, and evidence-based curriculum and instruction. The nineteen chapters in this edited volume were developed from presentations given at The Ohio State University's Third Focus on Behavior Analysis in Education Conference. The contributing authors present literature reviews, conceptual analyses, and data from several original studies; they describe advancements in curricula, classroom and schoolwide interventions, and teacher training programs; and they offer personal perspectives on the current status and future directions of behavior analysis in education. This text is an ideal resource for three groups (1) educators seeking information and resources on measurably effective instructional tools; (2) students of behavior analysis wishing to learn about its applications, accomplishments, and future research needs in education; and (3) anyone-pre-service education major, in-service teacher, school administrator, parent, or consumer-who has heard about the "behavioral approach" and wonders what it is all about.
Promote a climate of trust, academic growth, and positive behavior by launching each school day with a whole class gathering. This comprehensive, user-friendly book shows you how to hold Responsive ClassroomMorning Meetings, a powerful teaching tool used by hundreds of thousands of teachers in K-8 schools. In the new edition of this essential text, you'll find: Step-by-step, practical guidelines for planning and holding Responsive Classroom Morning Meetings in K-8 classroomsDescriptions of Morning Meeting in action in real classrooms100 ideas for greetings, sharing, activities, and messages: some tried-and-true and some newUpdated information on sharingGuidance on adapting meeting components for different ages and abilities, including upper grades and English Language Learners.Explanations of how Morning Meeting supports mastery of Common Core State Standards, 21st century skills, and core competencies enumerated by the Collaborative for Academic, Social and Emotional Learning (CASEL).
Transformative Classroom Management The natural condition of any classroom is harmonious, satisfying, and productive, so why do so many teachers struggle with problems of apathy, hostility, anxiety, inefficiency, and resistance? In this groundbreaking book, education expert John Shindler presents a powerful model, Transformative Classroom Management (TCM), that can be implemented by any teacher to restore the natural positive feelings in his or her classroom—the love of learning, collaboration, inspiration, and giving—and create a productive learning environment in which all students can achieve. Unlike other classroom management systems that view problems as something to be “handled,” TCM offers suggestions for creating optimal conditions for learning, performance, motivation, and growth. This practical book shows teachers how to abandon ineffective short-term gimmicks, bribes, and punishments and adopt the proven management practices and new habits of mind that will transform their classrooms. Praise for Transformative Classroom Management “Transformative Classroom Management is a practical resource that explains the how and why of classroom management for novice and veteran teachers. Dr. Shindler recognizes the importance of preserving the teacher’s sanity while ensuring the student’s development of a personal sense of responsibility and a positive self-esteem.” —Eileen Matus, principal, South Toms River Elementary School, New Jersey “I have read many other management books by other authors, but Transformative Classroom Management has been the best so far at demystifying the invisible forces in the classroom.” —WILL McELROY, 4th grade teacher, Los Angeles United School District “This book was an invaluable tool for me during my student teaching. It served as a reference book that I found myself continually drawn to while struggling to find ways to effectively manage 29 first graders. The ideas, concepts and suggestions in the book were so innovative and helpful that even my Master Teacher found herself implementing some of the ideas! A must have for all student teachers!” —Carol Gillon, student teacher, Seattle University “Insightful and thoroughly researched, Transformative Classroom Management is an invaluable tool to help teachers, newbies and veterans alike, develop fully functional and engaged learning communities.” —LISA GAMACHE RODRIGUEZ, teacher, Los Angeles Unified School District
This book shows psychologists and other mental health providers how to assess and treat emotional and behavioral problems in classrooms, including those arising from autism diagnoses.
This groundbreaking volume brings together major figures in Disability Studies in Education (DSE) and Critical Race Theory (CRT) to explore some of today’s most important issues in education. Scholars examine the achievement/opportunity gaps from both historical and contemporary perspectives, as well as the overrepresentation of minority students in special education and the school-to-prison pipeline. Chapters also address school reform and the impact on students based on race, class, and dis/ability and the capacity of law and policy to include (and exclude). Readers will discover how some students are included (and excluded) within schools and society, why some citizens are afforded expanded (or limited) opportunities in life, and who moves up in the world and who is trapped at the “bottom of the well.” Contributors: D.L. Adams, Susan Baglieri, Stephen J. Ball, Alicia Broderick, Kathleen M. Collins, Nirmala Erevelles, Edward Fergus, Zanita E. Fenton, David Gillborn, Kris Guitiérrez, Kathleen A. King Thorius, Elizabeth Kozleski, Zeus Leonardo, Claustina Mahon-Reynolds, Elizabeth Mendoza, Christina Paguyo, Laurence Parker, Nicola Rollock, Paolo Tan, Sally Tomlinson, and Carol Vincent “With a stunning set of authors, this book provokes outrage and possibility at the rich intersection of critical race, class, and disability studies, refracting back on educational policy and practices, inequities and exclusions but marking also spaces for solidarities. This volume is a must-read for preservice, and long-term educators, as the fault lines of race, (dis)ability, and class meet in the belly of educational reform movements and educational justice struggles.” —Michelle Fine, distinguished professor of Critical Psychology and Urban Education, The Graduate Center, CUNY “Offers those who sincerely seek to better understand the complexity of the intersection of race/ethnicity, dis/ability, social class, and gender a stimulating read that sheds new light on the root of some of our long-standing societal and educational inequities.” —Wanda J. Blanchett, distinguished professor and dean, Rutgers University, Graduate School of Education
A vital classroom management resource, this book shows how to implement positive behavior interventions and supports (PBIS) in K-12 classrooms, regardless of whether PBIS is adopted schoolwide. The primary focus is universal (Tier 1) support for all students. Practical, step-by-step guidelines are provided for structuring the classroom environment, actively engaging students in instruction, teaching positive expectations, and establishing a continuum of strategies to reinforce positive behavior and respond to inappropriate behavior. Numerous real-world examples and learning exercises are included. In a large-size format with lay-flat binding for easy photocopying, the book includes reproducible tools for classwide PBIS planning and implementation. Purchasers get access to a Web page where they can download and print the reproducible materials.
WINNER OF THE 2019 AESA CRITICS' CHOICE BOOK AWARD WINNER OF THE 2018 NATIONAL WOMEN'S STUDIES ASSOCIATION ALISON PIEPMEIER BOOK PRIZE Linking powerful first-person narratives with structural analysis, The Pedagogy of Pathologization explores the construction of criminal identities in schools via the intersections of race, disability, and gender. amid the prevalence of targeted mass incarceration. Focusing uniquely on the pathologization of female students of color, whose voices are frequently engulfed by labels of deviance and disability, a distinct and underrepresented experience of the school-to-prison pipeline is detailed through original qualitative methods rooted in authentic narratives. The book’s DisCrit framework, grounded in interdisciplinary research, draws on scholarship from critical race theory, disability studies, education, women’s and girl’s studies, legal studies, and more.
Harness the proactive power of PBIS to improve student behavior The Positive Behavior Interventions and Supports (PBIS) Champion Model is a breakthrough alternative that has enabled schools to reduce disciplinary incidents by 50% or more. This research-based, action-oriented framework will show you how to create a school culture where all students achieve both social and academic success. You’ll find: A step-by-step framework for implementing a comprehensive systems approach, with specific actions to develop, monitor, and sustain each level of the system Success stories from teachers and administrators Self-assessment exercises to ensure PBIS implementation starts on the right track and stays there
This unique book provides teachers and other service providers the knowledge and skills for Positive Behavior Supports in school settings, thereby improving the academic and social skills of their students. It is written in an informational format that teachers and other service providers can immediately put to use. The text is generic across K-12 grade levels and focuses on Positive Behavior Supports in school settings. Each chapter begins with Key Point Questions, followed by two Window to the World Case Studies, information on the Key Point Questions, Discussion Questions, and Suggestions for Classroom and School Activities. Additionally, an overview of Positive Behavior Supports is provided, which includes Measuring Behavior, Functional Assessment and Analysis, Reinforcement, Punishment, Classroom Structure, Preventative Procedures and Interventions, Cooperative Learning and Peer Tutoring, and Family and Agency Involvement. The Self-Management Strategies, Social Skills Instruction, and School-Wide Positive Behavior Supports are vital areas of knowledge. This “How To” book is written for teachers and other direct service providers in a non-technical manner with specific real-world examples.