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Presents the Programwide/Schoolwide Positive Behavioral Support system, a preventive approach that helps educators teach classroom behavior skills.
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.
Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund
A hands-on resource for practitioners, this book provides step-by-step guidance for developing a comprehensive school safety plan. Moving from needs assessment to implementation and evaluation, chapters describe research-based strategies that are readily applicable in K-12 settings. Special features include reproducible checklists and other planning tools. Described are proven ways to: create a low-crime environment, identify and support high-risk students, reduce bullying and harassment, improve the schoolwide disciplinary system, and draw on community resources for change.
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.
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.
Since its emergence during the 1960s, school consultation has become an important vehicle for delivering psychological and educational services. Cooperative efforts between skilled consultants and teachers, rooted in the principles of problem solving, social influence, and professional development, enhance student learning and adjustment while encouraging consultees to be more effective and proactive in their practice. The Third Edition of School Consultation: Conceptual and Empirical Bases of Practice shows in expert detail how this relationship works by synthesizing mental health and behavioral models of consultation with the most effective evidence-based practices (e.g., implementation support, response to intervention) informing the field today. The authors provide real-world contexts for all participants in the equation—consultants, teachers, students, staff, and the school itself—and thoroughly review consultation processes and outcomes for a contemporary practice-oriented approach suited to the new consultant, trainee, or researcher. Key features of the Third Edition include: An integrated mental health/behavioral model for school consultation. An organizational study of the school as a setting for consultation. Assessment issues and strategies particularly relevant to school consultation. Approaches to providing teachers with implementation support. Conceptual models for selecting academic and behavioral interventions. Administrative perspectives on school consultation. A real, transcribed case study analyzed by the authors. In the tradition of its predecessors, School Consultation, Third Edition, is a confidence-building tool for practitioners in school psychology, clinical child psychology, educational specialties, school counseling, special education, and school social work as well as a trusted reference for researchers in these fields.
Today%u2019s school-wide Positive Behavioral Support approaches are more specific, integrated, effective, and comprehensive than ever before. This Electronic Book (E-Book) describes the components and specific elements of Project ACHIEVE%u2019s evidence-based Positive Behavioral Self-Management System (PBSS) that (a) addresses the prevention, intervention, and intensive needs of challenging students, and (b) is fully consistent with NCLB and IDEA. Project ACHIEVE is a national award winning school improvement program that has been designated as an evidence-based through two federal agencies%u2014for example, the Department of Health & Human Service%u2019s Substance Abuse and Mental Health Services Administration (SAMHSA). This E-Book first describes Project ACHIEVE%u2019s PBSS at the primary, secondary, and tertiary prevention levels, focusing on the following areas: (a) teaching children and adolescents functional self-management skills, using the Stop & Think Social Skills Program, such that they master and demonstrate interpersonal, problem-solving, and conflict resolution skills as well as independent learning and academic engagement skills; (b) teaching teachers the instructional self-management skills that they need to run positive, effective classrooms that consistently hold students accountable for their behavior, and that result in student learning and behavioral growth; and (c) teaching school staff organizational self-management skills so that they develop the systemic approaches needed for identifying resources and building capacity to independently sustain successful building-wide services for the prevention, strategic intervention, and intensive support needs of all students. The six critical components that make up the PBSS then are presented in detail: (a) the Stop & Think Social Skills Program; (b) the development of grade-level and building-wide accountability systems; (c) how to increase staff and student consistency; (d) the analysis of %u201Cspecial situations%u201D-- behavioral situations that occur in the common areas of a school and/or that involve peer-mediated teasing, taunting, bullying, harassment, and physical aggression; (e) crisis prevention, intervention, and response; and (f) the importance of home and community outreach. Finally, the E-Book focuses specifically %u201CSpecial Situations%u201D and %u201CSpecial Situation Analyses.%u201D There are two types of %u201CSpecial Situations%u201D%u2014Setting-specific and Student- or Peer-specific. The Setting-specific Special Situations involve the common or %u201Cpublic%u201D areas of a school: the hallways, bathrooms, cafeteria, playground, media center/library, buses, and other school gathering places. The Student- or Peer-specific Special Situations involve the continuum from teasing to taunting to bullying to harassment to physical aggression or fighting. Clearly, these %u201Csetting%u201D and %u201Cstudent%u201D situations are critical to a PBSS as they can (positively) contribute to a school%u2019s positive climate, or they can (negatively) interfere with the classroom climate, making it more difficult for students to be completely engaged and focused on academic achievement. In order to develop strategic interventions for these negative special situations, this E-Book describes how to conduct a %u201CSpecial Situations Analysis%u201D%u2014a systematic data-based problem-solving process that links Problem Identification to Functional Assessment/Problem Analysis to Intervention and to Formative and Summative Evaluations. The Functional Assessment/Problem Analysis domains discussed will include: (a) Student Characteristics, Issues, and Factors; (b) Teacher/Staff Characteristics, Issues, and Factors; (c) Environmental Characteristics, Issues, and Factors-- Physical Plant and Logistics; (d) Incentives and Consequences; and (e) Resources. For Student-specific Special Situations, the Peer Group is added to the analysis. In the end, this E-Book describes a functional, effective, and comprehensive school-wide system that maximizes students%u2019 academic achievement, creates safe school environments and positive school climates, increases and sustains effective classroom instruction and parent involvement, and collects data to demonstrate student and building outcomes. This E-Book describes the necessary components of a PBSS, and provides an in-depth and practical, step-by-step approach to the Special Situation Analysis, demonstrating its explicit link with the strategic interventions that help schools to decrease or eliminate these issues%u2014thus, increasing their positive and productive school climates and classroom settings.
A widely used practitioner guide and text, this book presents a blueprint for meeting the challenges of severe problem behavior in grades PreK-8. It shows how to provide effective behavior support for the 1-5% of students who require intensive, individualized intervention. Case examples illustrate step-by-step procedures for identifying student needs using functional behavioral assessment (FBA) and designing, implementing, and evaluating team-based behavior support plans (BSPs). The book also describes how to build school- and districtwide capacity to conduct FBA-BSPs. Reproducible forms and worksheets are included; purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size. New to This Edition: *Incorporates current FBA-BSP research and best practices. *Chapters on developing districtwide capacity; FBA apps and software; applications for academic problems; and early childhood settings. *Increased attention to FBA-BSP as a Tier III intervention within a multi-tiered framework. See also the authors' less intensive intervention for moderate problem behavior: Responding to Problem Behavior in Schools, Second Edition: The Behavior Education Program, and the related training DVD, Check-In, Check-Out, Second Edition: A Tier 2 Intervention for Students at Risk.
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.