Behavioral Support / Edition 2

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Overview

This latest revised edition enhances the most popular book in the Teachers' Guides to Inclusive Practices series with new and expanded information on an issue every teacher wants to know more about: effective behavioral support. Updated throughout, this easy-to-read guidebook gives educators a new plan for implementing positive behavior support, both in the classroom and across an entire school.

Teachers, administrators, school staff, and parents will use the 3 tiers of the proven PBS process to conduct universal interventions with the whole school, selected interventions with students exhibiting risk behaviors, and specialized interventions with students who need intensive, individualized help. They'll also get research-based and evidence-based strategies they'll use to help their students

  • improve communication, social, and self-control skills
  • form positive relationships with classmates, teachers, and other community members
  • take a more active part in their school, classroom, and community
With the ready-to-use strategies in this concise guide and the many helpful worksheets, educators will help all of their students make positive changes to their behavior—changes that will lead to smoother classroom functioning and higher academic achievement.

The book is part of theBrookes Publishing TeachersGÇÖ Guides to Inclusive Practices Series

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Editorial Reviews

Professor of Psychology, University of South Florida St. Petersburg - V. Mark Durand
"A treasure trove of information on positive behavior support."
University of South Florida - Glen Dunlap
"Marvelously clear, authoritative, current and useful. This is a remarkable achievment and is highly recommended."
Special Education Program, Lehigh University - Linda M. Bambara
"I loved the first edition, but love this one even more! Readers will use it again and again, for ideas and inspiration. Superb!"
Reference & Research Book News
"Offer[s] solid plans for implementing positive behavior support (PBS), both in the classroom and across the entire school."
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Product Details

  • ISBN-13: 9781557669117
  • Publisher: Paul H. Brookes Company
  • Publication date: 2/1/2008
  • Series: Teachers' Guides to Inclusive Practices Series
  • Edition description: New Edition
  • Edition number: 2
  • Pages: 192
  • Sales rank: 527,288
  • Product dimensions: 7.00 (w) x 10.00 (h) x 0.40 (d)

Meet the Author

Rachel Janney, Ph.D., has worked with children and adults with disabilities in a number of capacities, including special education teacher, camp counselor, educational consultant, and researcher. She received her master's degree from Syracuse University and her doctorate from the University of Nebraska - Lincoln. Dr. Janney now teaches courses in special education, supervises student teachers, and coordinates the undergraduate program in special education at Radford University. She also serves as Co-director of the Training and Technical Assistance Center (T/TAC) for Professionals Serving Individuals with Disabilities at Radford University. The T/TAC, part of a statewide technical assistance network that is funded by the Virginia Department of Education, provides a variety of services and resources to special education teams in school divisions throughout southwest Virginia. Dr. Snell and coauthor Dr. Janney have conducted several research projects in inclusive schools and classrooms. The focus of these projects has been on the ways that special and general education teachers work together to design and implement adaptations and accommodations for students with disabilities placed in inclusive settings. Both authors are frequent presenters of workshops on topics related to successful inclusive education.

Martha E. Snell, Ph.D., is a professor in the Curry School of Education at the University of Virginia where she has taught since 1973. Her focus is special education and, specifically, the preparation of teachers of students with mental retardation and severe disabilities and young children with disabilities. Prior to completing her doctoral degree in special education at Michigan State University, she worked with children and adults with disabilities as a residential child care worker, a teacher, and a provider of technical assistance to school and residential programs. In addition to teaching coursework at the undergraduate and graduate levels, she currently coordinates the special education program, supervises teachers in training, provides in-service training to teachers and parents in schools and agencies, conducts research, serves on the boards of several community agencies serving people with disabilities, and is an active member of the American Association on Mental Retardation and TASH (formerly The Association for Persons with Severe Handicaps).

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Table of Contents

About the Authors     vii
Acknowledgments     ix
Introduction     xiii
Positive Behavior Support     1
Schoolwide Positive Behavior Support     17
Selected Interventions for Students at Risk for Behavior Problems     37
Individualized Positive Behavior Support: Conducting a Functional Behavioral Assessment     55
Designing, Using, and Evaluating Individualized Positive Behavior Supports     97
References     127
Blank Forms     137
Resources on Behavioral Support     161
Index     165
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