Designed for busy teachers and other school-based professionals, this book presents step-by-step guidelines for implementing seven highly effective strategies to improve classroom management and instructional delivery. These key low-intensity strategies are grounded in the principles of positive behavior intervention and support (PBIS), and are easy to integrate into routine teaching practice. Chapters discuss exactly how to use each strategy to decrease disruptive behavior and enhance student engagement and achievement. Checklists for success are provided, together with concise reviews of the evidence base and ways to measure outcomes. Illustrative case examples span the full K-12 grade range. Reproducible intervention tools can be downloaded and printed in a convenient 8 1/2" x 11" size. See also Managing Challenging Behaviors in Schools, by Kathleen Lynn Lane et al., which shows how these key strategies fit into a broader framework of prevention and intervention.
|Publisher:||Guilford Publications, Inc.|
|Edition description:||New Edition|
|Product dimensions:||7.00(w) x 9.90(h) x 0.60(d)|
About the Author
Kathleen Lynne Lane, PhD, BCBA-D, is Professor in the Department of Special Education at the University of Kansas. Dr. Lane’s research interests focus on school-based interventions (academic, behavioral, and social) with students at risk for emotional and behavioral disorders, with an emphasis on systematic screenings to detect students with behavioral challenges at the earliest possible juncture. She has designed, implemented, and evaluated comprehensive, integrated, three-tiered (CI3T) models of prevention in elementary, middle, and high school settings. Dr. Lane is coeditor of the journals Remedial and Special Education and Journal of Positive Behavior Interventions. She also serves as an associate editor of Behavioral Disorders and as a member of several editorial boards. Dr. Lane is the coauthor of books including Managing Challenging Behaviors in Schools (with Holly Mariah Menzies, Allison L. Bruhn, and Mary Crnobori), Developing Schoolwide Programs to Prevent and Manage Problem Behaviors (with Jemma Robertson Kalberg and Holly Mariah Menzies), and Systematic Screenings of Behavior to Support Instruction (with Holly Mariah Menzies, Wendy Peia Oakes, and Jemma Robertson Kalberg). Holly Mariah Menzies, PhD, is Professor in the Charter College of Education at California State University, Los Angeles, and Chair of the Division of Special Education and Counseling. Her scholarly interests focus on inclusive education and school-based interventions. She serves as an associate editor of Remedial and Special Education. Robin Parks Ennis, PhD, BCBA-D, is Assistant Professor in the special education program of the Department of Curriculum and Instruction at the University of Alabama at Birmingham. Dr. Ennis worked as a special education high school teacher in both resource and inclusive settings for several years. Her research interests and numerous publications are in the areas of comprehensive, integrated, three-tiered (CI3T) models of prevention, and low-intensity/instructional strategies to support students with, and at risk for, emotional and behavioral disorders. Dr. Ennis serves on the executive committee of the Council for Children with Behavioral Disorders, as an associate editor of Remedial and Special Education, and on the editorial boards of several other journals. Wendy Peia Oakes, PhD, is Assistant Professor in the Mary Lou Fulton Teachers College at Arizona State University. Her scholarly interests include practices that improve the educational outcomes of young children with emotional and behavioral disorders, including comprehensive, integrated, three-tiered models; the implementation of evidence-based academic and behavioral interventions; and professional learning for preservice and inservice educators in implementing evidence-based practices with fidelity. Dr. Oakes is an associate editor of Remedial and Special Education and the Journal of Positive Behavior Interventions. She served on the executive boards of the Council for Exceptional Children--Division for Research and the Council for Children with Behavioral Disorders.
Table of Contents
1. Teacher-Level Strategies to Manage Behavior and Support Instruction: An Overview 2. A Look at Increasing Opportunities to Respond 3. A Look at Behavior-Specific Praise 4. A Look at Active Supervision 5. A Look at Instructional Feedback 6. A Look at High-Probability Request Sequences 7. A Look at Precorrection 8. A Look at Instructional Choice 9. Tips for Success: A Few Closing Thoughts References