Positive Strategies for Students with Behavior Problems / Edition 1

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Overview

Effective and positive solutions for addressing challenging behaviors that can't be resolved through traditional approaches or schoolwide.
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Editorial Reviews

Ray W. Christner

"A must-have...not only covers the theoretical underpinnings, but also provides practical guidelines and useful resources."
Professor of Psychology, Director, Doctoral Program in School-Community Psychology, Hofstra University - Robert W. Motta
"A thorough practical and theoretical framework for developing positive and constructive behaviors in children...one of the few meaningful guides of its kind."
Professor, Department of Special Education, Hunter College, City University of New York; Director, Hunter College Autism - Shirley Cohen
"Very useful . . . delineates the step-by-step process of utilizing positive strategies with clear explanations that novies to those procedures will understand and appreciate."
Clinical Director, Counseling/Clinical/School Psychology, Gervitz Graduate School of Education - Lynn Koegel
"Comprehensive, practical, and well-written. This excellent book belongs in the library of anyone who works with individuals with challenging behavior."
Support for Families of Children with Disabilities
"Written as a well-crafted lesson plan - easily understood and followed."
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Product Details

  • ISBN-13: 9781557668783
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 3/1/2007
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 226
  • Sales rank: 713,461
  • Product dimensions: 8.50 (w) x 11.00 (h) x 0.50 (d)

Meet the Author

Ms. Bailey has a background in school counseling and instructs courses in classroom management, behavioral theory, and computer technology. Her professional interests focus on the development, delivery, and evaluation of quality training programs.

In addition to his position at the Westchester Institute for Human Development (a University Center for Excellence in Developmental Disabilities), Dr. Crimmins is a faculty member of the School of Public Health and the Department of Psychiatry, both at the New York Medical College. In 2002–2003, he was a Robert Wood Johnson Health Policy Fellow in Washington, D.C., where he worked in the office of Senator James M. Jeffords on health and education policy. Dr. Crimmins has a career interest in child development and disability with a particular interest in those issues that reflect the intersection of research, practice, and policy. He is coauthor of The Motivation Assessment Scale (Monaco & Associates, 1992) with V. Mark Durand and the Autism Program Quality Indicators (New York State Education Department, 2001) with V. Mark Durand, Karin Theurer-Kaufman, and Jessica Everett.

Dr. Farrell directs an interdisciplinary team that provides evaluation and intervention for children with disabilities. She is also Co-Director of Psychology Training at WIHD. Dr. Farrell earned her doctorate in clinical and school psychology at Hofstra University, Hempstead, New York. She is a member of the Westchester, New York, Local Early Intervention Coordinating Council. Dr. Farrell provides consultation, training, and technical assistance to local, state, and federal agencies and regional intervention programs. She lectures frequently on autism, early communication disorders, behavioral supports for young children, best practice in assessment, and developmental risk in early childhood.

In addition to his work with the Westchester Institute for Human Development, Dr. Smith is a faculty member of the School of Public Health at New York Medical College. He has worked extensively in the area of positive behavior supports, developing and delivering training programs for schools, residential treatment programs, and families. He also provides technical assistance to schools conducting functional behavior assessment for students with the most challenging behaviors, and he maintains a caseload of individual therapy services for children and young adults with a combination of developmental disabilities, emotional disorders, and challenging behaviors.

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Table of Contents


About the Authors
Foreword
James M. Jeffords
Preface
Acknowledgments
  1. Introduction to Positive Strategies
  2. Essentials of Behavior
  3. Setting the Stage: Classroom and School as Context
  4. Positive Strategies Teams
  5. Introduction to Functional Behavioral Assessments and Behavior Intervention Plans
  6. Functional Behavioral Assessments
  7. Behavior Intervention Plans
  8. What Is Next? Promoting Long-Term Success
References
Appendix
Index
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