This much-needed guide shows how to implement positive behavior support (PBS) strategies in secondary settings, using a three-tiered approach. The authors adapt the core ideas of PBS to the developmental context of adolescence and the organizational structures of middle schools and junior and senior high schools. With an emphasis on data-based decision making, the book provides ideas and examples for meeting the behavioral needs of all students, from those with emerging concerns to those with ongoing, chronic problems. It takes practitioners step by step through planning, implementing, evaluating, and sustaining schoolwide, small-group, and individual interventions. In a convenient large-size format, the book includes useful reproducible forms. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
A revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behavior to reinforcing desired, positive behaviors of children in the classroom. With its foundation in applied behavior analysis (ABA), positive behavior support (PBS) is a social ecology approach that continues to play an increasingly integral role in public education as well as mental health and social services nationwide. The Handbook of Positive Behavior Support gathers into one concise volume the many elements of this burgeoning field and organizes them into a powerful, dynamic knowledge base – theory, research, and applications. Within its chapters, leading experts, including the primary developers and researchers of PBS: (1) Review the origins, history, and ethical foundations of positive behavior support. (2) Report on applications of PBS in early childhood and family contexts, from Head Start to foster care to mental health settings to autism treatment programs. (3) Examine school-based PBS used to benefit all students regardless of ability or conduct. (4) Relate schoolwide PBS to wraparound mental health services and the RTI (response to intervention) movement. (5) Provide data and discussion on a variety of topics salient to PBS, including parenting issues, personnel training, high school use, poorly functioning schools, and more. This volume is an essential resource for school-based practitioners as well as clinicians and researchers in clinical child, school, and educational psychology.
This unique book provides teachers and other service providers the knowledge and skills for Positive Behavior Supports in school settings, thereby improving the academic and social skills of their students. It is written in an informational format that teachers and other service providers can immediately put to use. The text is generic across K-12 grade levels and focuses on Positive Behavior Supports in school settings. Each chapter begins with Key Point Questions, followed by two Window to the World Case Studies, information on the Key Point Questions, Discussion Questions, and Suggestions for Classroom and School Activities. Additionally, an overview of Positive Behavior Supports is provided, which includes Measuring Behavior, Functional Assessment and Analysis, Reinforcement, Punishment, Classroom Structure, Preventative Procedures and Interventions, Cooperative Learning and Peer Tutoring, and Family and Agency Involvement. The Self-Management Strategies, Social Skills Instruction, and School-Wide Positive Behavior Supports are vital areas of knowledge. This “How To” book is written for teachers and other direct service providers in a non-technical manner with specific real-world examples.
In this groundbreaking book, nationally recognized leaders in education and psychology examine the relationships between social-emotional education and school success—specifically focusing on interventions that enhance student learning. Offering scientific evidence and practical examples, this volume points out the many benefits of social emotional learning programs, including: building skills linked to cognitive development, encouraging student focus and motivation, improving relationships between students and teachers, creating school-family partnerships to help students achieve, and increasing student confidence and success.
Highly accessible and user-friendly, this book focuses on helping K–12 teachers increase their use of classroom management strategies that work. It addresses motivational aspects of teacher consultation that are essential, yet often overlooked. The Classroom Check-Up is a step-by-step model for assessing teachers' organizational, instructional, and behavior management practices; helping them develop a menu of intervention options; and overcoming obstacles to change. Easy-to-learn motivational interviewing techniques are embedded throughout. In a large-size format with lay-flat binding to facilitate photocopying, the book includes 20 reproducible forms, checklists, and templates. This book is in The Guilford Practical Intervention in the Schools Series.
The Teaching Pyramid Infant-Toddler Observation Scale (TPITOS(TM)) is an assessment instrument designed to measure the fidelity of implementation of practices associated with the Pyramid Model in center-based infant and toddler care settings. The TPITOS provides a classroom snapshot of the adult behaviors and classroom environment variables associated with supporting and promoting the social-emotional development of infants and toddlers. The tool is made up of items, or categories, of teacher behavior. The three types of items are a) Observational Items, b) Interview Items, and c) Red Flag Items.
"Resolve persistent behavior challenges in early childhood settings with a revised, updated guide to the popular Prevent-Teach-Reinforce for Young Children (PTR-YC) model, ideal for strengthening social-emotional development in preschool children"--
Childhood obesity is a serious health problem that has adverse and long-lasting consequences for individuals, families, and communities. The magnitude of the problem has increased dramatically during the last three decades and, despite some indications of a plateau in this growth, the numbers remain stubbornly high. Efforts to prevent childhood obesity to date have focused largely on school-aged children, with relatively little attention to children under age 5. However, there is a growing awareness that efforts to prevent childhood obesity must begin before children ever enter the school system. Early Childhood Obesity Prevention Policies reviews factors related to overweight and obese children from birth to age 5, with a focus on nutrition, physical activity, and sedentary behavior, and recommends policies that can alter children's environments to promote the maintenance of healthy weight. Because the first years of life are important to health and well-being throughout the life span, preventing obesity in infants and young children can contribute to reversing the epidemic of obesity in children and adults. The book recommends that health care providers make parents aware of their child's excess weight early. It also suggests that parents and child care providers keep children active throughout the day, provide them with healthy diets, limit screen time, and ensure children get adequate sleep. In addition to providing comprehensive solutions to tackle the problem of obesity in infants and young children, Early Childhood Obesity Prevention Policies identifies potential actions that could be taken to implement those recommendations. The recommendations can inform the decisions of state and local child care regulators, child care providers, health care providers, directors of federal and local child care and nutrition programs, and government officials at all levels.
Developed by highly respected creators of the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children, the TPOT(TM) tool measures how well teachers are implementing the model in classrooms enrolling children