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Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings

Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings - 08 edition

Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings - 08 edition

ISBN13: 9781412940566

ISBN10: 1412940567

Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings by Melissa Stormont - ISBN 9781412940566
Cover type: Paperback
Edition: 08
Copyright: 2008
Publisher: Sage Publications, Inc.
International: No
Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings by Melissa Stormont - ISBN 9781412940566

ISBN13: 9781412940566

ISBN10: 1412940567

Cover type: Paperback
Edition: 08

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''The book's strengths are its practical information and the specific ways of looking at expectations and developing a common language. The forms included will be of great benefit to school teams.'' --Susan Safarik, Supervisor, Department of Special Education Lincoln Public Schools, NE ''Provides a lot of research and breaks down the processes for implementing positive behavior supports effectively in schools. Step-by-step directions, sample forms, and examples make the processes easy to incorporate and understand.'' --Julia DeGarmo, Special Education Specialist Columbus City Schools, OH Learn how to teach and support appropriate behavior and build confidence in young children! This easy-to-read resource presents the Programwide/Schoolwide Positive Behavioral Support (PW/SW-PBS) system, a preventive, research-based approach that helps educators teach classroom behavior skills the same way they teach academic skills. The authors outline the PW/SW-PBS model, describe the core practices, and provide case examples to aid implementation. Key features of this instruction-based system include: Differing levels of intervention to meet individual student needs Clearly stated behavioral expectations Consistent acknowledgment of students' mastery of expectations Systematic use of consequences for problem behavior This user-friendly text makes the principles of PW/SW-PBS easy to apply for educators who are committed to helping young students establish positive behavioral habits that will make learning a joy for all.

Table of Contents

Table of Contents

Preface Acknowledgments About the Authors
1. A Proactive Approach to Behavior Management The Importance of Understanding Students Learning Experiences Recommendations from the Field School-wide/Program-wide Positive Behavior Support Continuum of Supports and Key Features Support for Schoolwide and Programwide Positive Behavior Support Summary Text Overview
2. Supporting Systems Change Creating a State-wide, District-wide, or Program-wide System Getting Started Building Capacity at the School/Program Level SW/PW-PBS Trainers School/Program Team Training PBS Coaches
3. Team Leadership Forming a PW/SW PBS Team Initial Planning Efforts Determining Priorities and Timeframes Assigning Roles and Running Effective Meetings Determining Data Collection Needs Professional Development Promoting PW/SW-PBS to Staff and Families Summary
4. Teach Behavioral Expectations Choose Behavior Expectations Determine Behaviors That Represent Expectations Develop Matrix to Support Common Language Teach Each Social Behavior Summary
5. Support Appropriate Behavior Strategies to Increase Use of Taught Behavioral Expectations Strategies to Build Fluency and Maintain Appropriate Behavior Summary
6. Corrective Consequences Defining and Consistently Responding to Problem Behavior Documentation of Problem Behavior Using Corrective Consequences Additional Considerations Consider Development Determining Different Consequences for Unique Needs Summary
7. Data-based Decision Making Designing a Plan for Data Collection Defining Questions Identifying Standard Data Sources Identifying Other Data Sources Interviews Data Collection Responsibilities Data Collection Schedule Data Analysis SW-PBS Decision Making Integrity of SW-PBS Implementations Determining the Impact of Interventions Individual Decision Making Summary
8. Building Foundations for Small Group and Individual Supports Universals Firmly in Place Systems to Establish Small Group/Targeted Supports Parent Notification Create a Catalog Establish the "Ticket In" Match Student Need to Support Provide Training and Support to Implementers Provide Follow-Along Activities Monitor and Evaluate Long-Term Supports Write it All Down Small Group/Targeted Strategies Social Skills Self-Management Academic/Pre-Academic Supports Mentoring/Connecting to At-Risk Students Targeted Supports Intensive/Individual Student Supports Conclusion References Index

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