Implementing Classwide PBIS: A Guide to Supporting Teachers

by Diane Myers PhD, Brandi Simonsen PhD, Jennifer Freeman PhD, George Sugai PhD (Foreword by)

Overview

Filling a vital need, this is the first comprehensive guide to supporting K–12 teachers in effective implementation of classwide positive behavioral interventions and supports (CWPBIS). The book presents a roadmap for designing and delivering professional development based on behavioral principles. Procedures are outlined for providing data-driven CWPBIS training and coaching that is responsive to the needs of each teacher. User-friendly features include illustrative case studies, learning questions and exercises at the end of each chapter, and reproducible training tools. The large-size format facilitates photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials.

See also the authors' related teacher/practitioner resource: Classwide Positive Behavior Interventions and Supports: A Guide to Proactive Classroom Management.

This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Product Details

ISBN-13:	9781462543366
Publisher:	Guilford Publications, Inc.
Publication date:	06/25/2020
Series:	The Guilford Practical Intervention in the Schools Series
Sold by:	Barnes & Noble
Format:	eBook
Pages:	146
File size:	2 MB
Age Range:	5 - 17 Years

About the Author

Diane Myers, PhD, is Senior Vice President of Special Education for Specialized Education Services, Inc. Her prior academic appointments include serving as Professor of Special Education and Chair of the Department of Teacher Education at Texas Woman’s University. Dr. Myers’s research interests include implementing positive behavioral interventions and supports at the school, classroom, and individual student levels; teacher training and professional development; classroom management; and supporting students with challenging behavior. The author of numerous journal articles and book chapters, she is coauthor of Classwide Positive Behavior Interventions and Supports: A Guide to Proactive Classroom Management and Implementing Classwide PBIS: A Guide to Supporting Teachers.

Brandi Simonsen, PhD, is Professor in the Department of Educational Psychology and Co-Director of the Center for Behavioral Education and Research at the University of Connecticut. She is Co-Director of the Technical Assistance Center on Positive Behavior Interventions and Supports, Co-Principal Investigator of the Multi-Tiered Systems of Supports Research Network, and Senior Advisor to the National Center on Intensive Intervention. Dr. Simonsen's primary interests include Tier 1 schoolwide PBIS in alternative settings, classwide PBIS, and more intensive supports for students with challenging behavior. The author of numerous journal articles and book chapters, she is coauthor of Classwide Positive Behavior Interventions and Supports: A Guide to Proactive Classroom Management and Implementing Classwide PBIS: A Guide to Supporting Teachers.

Jennifer Freeman, PhD, is Associate Professor in the Department of Educational Psychology and a Research Scientist at the Center for Behavioral Education and Research at the University of Connecticut. She is a recipient of the Ted Carr Initial Researcher Award from the Association for Positive Behavior Support. Dr. Freeman studies the effects of PBIS on outcomes at the high school level for high-risk student groups, including students with disabilities. She is particularly interested in improving graduation rates across and within student groups. She also studies professional development methods for improving teachers' use of evidence-based classroom management strategies. She has authored numerous journal articles and book chapters.

Table of Contents

Part I Supporting Teachers' Implementation of Classwide PBIs: Foundations and Basic Principles

1 Foundations of Classwide PBIS 3

Chapter Objectives 3

The Research-to-Practice Gap in Classroom Management 3

Theoretical Foundations of CWPBIS 4

Outcomes, Data, Systems, and Practices 5

Empirically Supported Practices in Classroom Management 6

Maximizing Structure and Actively Engaging Students during Instruction 6

Establishing and Teaching Classroom Routines 7

Arranging the Classroom Environment to Promote Appropriate Behavior 7

Actively Engaging Students in Instruction 8

Establishing and Teaching Positively Stated Expectations 8

Implementing a Continuum of Strategies to Reinforce Appropriate Behavior 11

Behavior-Specific Praise 11

Group Contingencies 12

Behavioral Contracting 12

Token Economies 13

Implementing a Continuum of Strategies to Respond to Inappropriate Behavior 14

Behavior-Specific Error Correction 14

Other Responses to Inappropriate Behavior 15

The Phases of Learning 18

Acquisition 18

Suggested Resources 19

Overview of the Book 20

Part I Supporting Teachers' Implementation of Classwide PBIS: Foundations and Basic Principles 21

Part II Empirically Supported Strategies to Support Teachers' Classwide PBIS Implementation 22

Part III Data-Based Decision Making to Support Teachers' Classwide PBIS Implementation 22

Summary 23

Phases of Learning Activities: Chapter 1 23

2 Behavioral Principles That Impact Adult Behavior Changes 25

Chapter Objectives 25

The ABCs of Adult Behavior 25

Behaviors 26

Consequences 27

Antecedents 32

Summary of ABCs 38

Behavioral Strategies Involved in Supporting Teachers' Implementation of CWPBIS 39

Training New Behaviors 39

Establishing Stimulus Control 41

Programming for Generalization 43

Prompting 45

Reinforcing 46

A Few Final Thoughts about the Science of Behavior 46

Summary 46

Phases of Learning Activities; Chapter 2 47

3 Overview of Implementation Supports for Teachers 49

Chapter Objectives 49

Overview of Implementation Supports 49

Implementation Phases 50

Implementation Drivers 53

Using PBIS to Organize Supports for Teachers: Building Systems of Support 55

Practices 55

Outcomes 55

Data 56

Systems 58

What Does This Mean for CWPBIS? 59

Summary 60

Phases of Learning Activities; Chapter 3 60

Part II Empirically Supported Strategies to Support Teachers' Classwide PBIS Implementation

4 A Road Map to Building Systems of Support for Teachers 65

Chapter Objectives 65

Supporting Teachers' CWPBIS Implementation 65

Common Definitions 66

Guiding Principles 67

Organizing Research-Based PD Systems to Support Teachers 70

Overview of PD Support Approaches 71

Behavioral Principles Applied to PD Systems to Support Teachers 71

Road Map for PD Systems of Support for Teachers: Developing an Action Plan 74

Summary 78

Phases of Learning Activities: Chapter 4 78

5 Designing Effective Training Activities for Classwide PBIS 80

Chapter Objectives 80

Critical Features of Effective Training 80

Explicit Instruction 81

Additional Considerations 84

Options for Delivering Training 91

Evaluating Training Outcomes 91

Evaluating Perceptions 91

Evaluating Outcomes 92

Evaluating Changes in Student Behavior 94

Summary 94

Phases of Learning Activities: Chapter 5 95

6 Coaching to Support Teachers' Implementation of Classwide PBIS 97

Chapter Objectives 97

Critical Features of Effective Coaching 97

Coaching Functions 98

Options for Delivering Coaching 102

Evaluating Coaching Outcomes 104

Access to Coaching 104

Outcomes of Coaching 106

Summary 106

Phases of Learning Activities: Chapter 6 107

Part III Data-Based Decision Making to Support Teachers' Classwide PBIS Implementation

7 Data Collection Systems and Performance Feedback 111

Chapter Objectives 111

Options for Efficient and Effective Data Collection 112

Observer Checklists 112

Self Assessment Checklists 113

Measuring Discrete Practices 114

Selecting an Appropriate Tool and Developing a Data Collection System 116

Guidelines for Selecting an Implementation Fidelity Measure 117

Guidelines for Selecting a Student Outcome Measure 118

Office Discipline Referrals 119

Additional Guidelines for Selecting an Appropriate Tool 120

Putting It All Together 121

Using Data to Support Teachers' Implementation of CWPBIS Practices 122

Summarizing Data 122

Providing Data-Based Performance Feedback 122

Summary 127

Phases of Learning Activities: Chapter 7 127

8 Differentiated Supports for Teachers 129

Chapter Objectives 129

Key Questions to Guide Decision Making 130

Overview of an MTSS for Supporting Teachers' CWPBIS Implementation 133

Conclusion 136

Wrapping Up 136

Looking Back 136

Looking Ahead 136

Saying Goodbye 137

Phases of Learning Activities: Chapter 8 137

References 139

Index 143

Editorial Reviews

"Among the many books on classroom behavior management, what distinguishes this one is the array of practical, useful strategies that it provides for supporting classroom teachers—as well as the way these practices are situated in a multi-tiered framework. The examples are presented in a manner that facilitates understanding and application within the daily ebb and flow of school and classroom settings. The book is evidence based, user friendly, and will help to support the daily practice of both new and veteran educators."—Tim Knoster, EdD, EdS, McDowell Institute, Commonwealth University–Bloomsburg; Executive Director Emeritus, Association for Positive Behavior Support

"Schools with strong classroom management practices are likely to be schools whose teachers are effectively trained and continuously supported. This book meets the need in the field for a resource for trainers. Myers, Simonsen, and Freeman thread sound behavioral theory with practical strategies that can be adopted in any school. The focus on coaching will help ensure that teachers trained in CWPBIS get the assistance needed to apply what they have learned. Another important emphasis is the use of data to assess the fidelity and impact of implementation. Throughout, the book has a clear message that any functional classroom management effort should be connected to strong academic instruction. Good teaching remains among the most powerful classroom management strategies ever documented."—Robert H. Horner, PhD, Special Education Program (Emeritus), University of Oregon

"This is the rare book that everyone who trains teachers in classroom management should have continuously open on their desks. The step-by-step logic combined with clear descriptions and examples make for an easy read. I wish I had received this kind of training in CWPBIS when I was a teacher of students with behavioral disorders. Educators at any grade level would benefit from the training and coaching model presented in this book."—Terrance M. Scott, PhD, Professor and Distinguished University Scholar, Department of Special Education, University of Louisville

"This book is an essential resource that provides critical information on CWPBIS practices and the research-based framework that informs them. It focuses on developing structures that support educators who are working to create a more positive and effective classroom climate. Teachers will undoubtedly benefit from professional development that helps them promote prosocial behaviors and engineer the classroom environment for success."—Steve Goodman, PhD, Director, Michigan's MTSS Technical Assistance Center

From the Publisher