Developing Schoolwide Programs to Prevent and Manage Problem Behaviors: A Step-by-Step Approach / Edition 1

by Kathleen Lynne Lane PhD, BCBA-D, Jemma Robertson Kalberg MEd, Holly Mariah Menzies PhD

Overview

This book has been replaced by Developing a Schoolwide Framework to Prevent and Manage Learning and Behavior Problems, Second Edition, ISBN 978-1-4625-4173-7.
 

Product Details

ISBN-13:	9781606230329
Publisher:	Guilford Publications, Inc.
Publication date:	01/22/2009
Edition description:	First Edition
Pages:	196
Product dimensions:	7.90(w) x 10.40(h) x 0.40(d)
Age Range:	5 - 17 Years

About the Author

Kathleen Lynne Lane, PhD, is Professor in the Department of Special Education at the University of Kansas.

Jemma Robertson Kalberg, MEd, is a special education teacher at Seneca Center in San Leandro, California. Holly Mariah Menzies, PhD, is Associate Professor in the Charter College of Education at California State University, Los Angeles, and the program coordinator in mild-moderate disabilities in the Division of Special Education and Counseling.

Table of Contents

1. Preventing and Managing Problem Behavior in Our Schools: A Formidable Task

2. Primary Prevention across the K–12 Grade Span: Developing a Solid Foundation

3. A Closer Look at the Positive Behavior Support Model

4. Designing and Implementing Primary Prevention Models

5. Assessment and Screening at the Primary Level

6. Determining How Well the Program Is Working: Monitoring Outcomes and Identifying Nonresponsive Students

7. Getting Started in Your School: Frequently Asked Questions

Interviews

School-based mental health professionals, special educators, and administrators; advanced students in school psychology and special education. May serve as a text in graduate-level courses on behavioral interventions in schools.

Editorial Reviews

"A thorough, highly structured book."

Emotional and Behavioural Difficulties

"This is a great resource for schools learning about, developing, or refining an integrated primary prevention program. The authors address many details that are not available elsewhere, and provide practical tools and examples. The organization of the book is logical, integrated, and coherent. The chapter previews and summaries are very effective, and the concluding chapter on frequently asked questions is terrific."--John Umbreit, PhD, Special Education Program, University of Arizona

"A timely and highly relevant addition to the school-based prevention literature. Although the title suggests a focus on student behavior, the book offers the reader much more. The authors have done a superb job of explaining prevention logic and how it can be integrated across content areas in order to fit the specific needs of a system. As such, the book will be useful to practitioners, trainers, and policymakers seeking common language regarding school-based prevention frameworks such as response to intervention. In addition, the clear presentation and user-friendly examples will be welcomed by every school professional working to integrate response-to-intervention approaches in 'real' settings."--Sandra M. Chafouleas, PhD, Board of Trustees Distinguished Professor, Neag School of Education, University of Connecticut

"More than ever before, educators are now called to provide services for children at risk for behavior problems. It is critical that teachers, administrators, and other education professionals, as well as school psychologists, have an understanding of how to apply evidence-based, schoolwide behavior support interventions. This excellent book provides knowledge and practical skills that educators need."--T. Chris Riley-Tillman, PhD, Department of Educational, School, and Counseling Psychology, University of Missouri–Columbia
 
"This book should be mandatory for all school psychologists, special education teachers, and administrators. I will definitely use this book in a master’s-level course focused on academic and behavioral interventions. My students will benefit greatly from the step-by-step approach to starting schoolwide positive behavior support models at their sites."--Cara Richards, PhD, Special Education Program, Department of Advanced Studies in Education and Counseling, California State University, Long Beach

From the Publisher