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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 PDF Author: Melissa Stormont
Publisher: Corwin Press
ISBN: 1412940559
Category : Education
Languages : en
Pages : 305

Book Description
Presents the Programwide/Schoolwide Positive Behavioral Support system, a preventive approach that helps educators teach classroom behavior skills.

Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings

Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings PDF Author: Melissa Stormont
Publisher: Corwin Press
ISBN: 1412940559
Category : Education
Languages : en
Pages : 305

Book Description
Presents the Programwide/Schoolwide Positive Behavioral Support system, a preventive approach that helps educators teach classroom behavior skills.

Handbook of Positive Behavior Support

Handbook of Positive Behavior Support PDF Author: Wayne Sailor
Publisher: Springer Science & Business Media
ISBN: 0387096329
Category : Psychology
Languages : en
Pages : 778

Book Description
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.

School-Wide Positive Behavior Support Programs in Elementary Schools

School-Wide Positive Behavior Support Programs in Elementary Schools PDF Author: Chelsea T. Siegel
Publisher:
ISBN:
Category :
Languages : en
Pages : 38

Book Description
Behavior problems continue to be an issue for teachers and parents to address. Studies have shown that challenging behaviors in early childhood are linked to problems in the areas of academics and socialization in adolescence and adulthood. Most schools use a reactive, consequence-based approach to behavior management. With school violence and behavior incidents on the rise, it seems there is a need to look at alternative ways of addressing these problems. School-wide positive behavior interventions and supports (PBIS) is a concept that creates an inclusive school environment, addressing all students' behavioral challenges on a continuum of need. Students are taught social skills and appropriate behaviors, and reinforced for exhibiting those behaviors by staff and teachers consistently. For the past ten years, researchers have been looking at the effects of PBS and have found that it has been successful in improving learning environments, reducing problem behaviors, and even improving academic achievement. The purpose of this literature review is to learn more about school-wide behavior programs at the elementary school level and the key elements that make them successful. If these programs do, in fact, improve learning outcomes for students, then what are the implications for future educational practice and school reform?

Behavioral Interventions in Schools

Behavioral Interventions in Schools PDF Author: Steven G. Little
Publisher: Division 16: Applying Psycholo
ISBN: 9781433830143
Category : Psychology
Languages : en
Pages : 422

Book Description
This book shows psychologists and other mental health providers how to assess and treat emotional and behavioral problems in classrooms, including those arising from autism diagnoses.

Classwide Positive Behavior Interventions and Supports

Classwide Positive Behavior Interventions and Supports PDF Author: Brandi Simonsen
Publisher: Guilford Publications
ISBN: 1462519431
Category : Psychology
Languages : en
Pages : 249

Book Description
A vital classroom management resource, this book shows how to implement positive behavior interventions and supports (PBIS) in K-12 classrooms, regardless of whether PBIS is adopted schoolwide. The primary focus is universal (Tier 1) support for all students. Practical, step-by-step guidelines are provided for structuring the classroom environment, actively engaging students in instruction, teaching positive expectations, and establishing a continuum of strategies to reinforce positive behavior and respond to inappropriate behavior. Numerous real-world examples and learning exercises are included. In a large-size format with lay-flat binding for easy photocopying, the book includes reproducible tools for classwide PBIS planning and implementation. Purchasers get access to a Web page where they can download and print the reproducible materials.

Evaluation of the School-Wide Positive Behavioral Support Program in Eight North Carolina Elementary Schools

Evaluation of the School-Wide Positive Behavioral Support Program in Eight North Carolina Elementary Schools PDF Author: Yvonne Wasilewski
Publisher:
ISBN:
Category :
Languages : en
Pages : 43

Book Description
The purpose of this report is to provide the North Carolina Department of Public Instruction (NCDPI) with information about teachers' responses to School-wide Positive Behavioral Support (PBS) and key educational outcomes on students in North Carolina elementary schools implementing School-wide (PBS). A web-based survey of teachers at eight elementary schools implementing School-wide positive behavior support according to national criteria was administered to assess teacher response to School-wide PBS. Data from the North Carolina Education Data Center was used to assess student outcomes related to academic performance, school suspensions, and teacher turn-over rates in the eight study schools compared with 264 NC elementary schools that had started School-wide PBS. Part 1 presents the results of the web-based survey administered to all teachers in the eight elementary schools implementing School-wide PBS according to national criteria for implementation. The web-based survey sought to answer the following questions: (1) What school-wide behavioral support systems are in place in study schools? (2) How satisfied are teachers with the support systems in place in their schools? and (3) How has School-wide PBS affected teacher perception of school climate and student behavior? Part 2 presents the results of analyses of data from the North Carolina Education Research Data Center to answer the following questions about School-wide PBS: (1) What is the effect of School-wide PBS on academic performance, grade promotion, and short term suspension rates in study schools compared to all NC elementary schools that have ever implemented School-wide PBS? and (2) What is the effect of School-wide PBS on teacher turn-over rates in study schools compared to all NC elementary schools that have ever implemented School-wide PBS? Scales and Measures are appended. (Contains 20 tables and 7 figures.).

Building Positive Behavior Support Systems in Schools, Second Edition

Building Positive Behavior Support Systems in Schools, Second Edition PDF Author: Deanne A. Crone
Publisher: Guilford Publications
ISBN: 1462519725
Category : Psychology
Languages : en
Pages : 305

Book Description
A widely used practitioner guide and text, this book presents a blueprint for meeting the challenges of severe problem behavior in grades PreK-8. It shows how to provide effective behavior support for the 1-5% of students who require intensive, individualized intervention. Case examples illustrate step-by-step procedures for identifying student needs using functional behavioral assessment (FBA) and designing, implementing, and evaluating team-based behavior support plans (BSPs). The book also describes how to build school- and districtwide capacity to conduct FBA-BSPs. Reproducible forms and worksheets are included; purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size. New to This Edition: *Incorporates current FBA-BSP research and best practices. *Chapters on developing districtwide capacity; FBA apps and software; applications for academic problems; and early childhood settings. *Increased attention to FBA-BSP as a Tier III intervention within a multi-tiered framework. See also the authors' less intensive intervention for moderate problem behavior: Responding to Problem Behavior in Schools, Second Edition: The Behavior Education Program. Also available: Dr. Hawken's training DVD, The Behavior Education Program: A Check-In, Check-Out Intervention for Students at Risk, which demonstrates the BEP in action.

Special Education Law

Special Education Law PDF Author: Peter S. Latham
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 214

Book Description
Clear, well organized presentation of IDEA and other pertinent federal laws, together with well organized discussion of relevant cases, help educators understand and apply their knowledge in concrete situations. The emphasis of this practical book is on increasing understanding at a conceptual level rather than rote memorization of detailed provisions of the IDEA and other laws. By understanding the law, educators will be better equipped to work with future amendments of IDEA and with new laws that may be enacted by Congress. They will also have an increased ability to apply statutory provisions to specific situations. Part I - Constitutional Framework: provides important background in understanding the authority that Congress has to enact laws that impact on education in the United States and the authority that the courts have to interpret laws. Includes discussion of the judicial system, the key provisions of the United States Constitution, due process, equal protection, the statutes of certain regulations, and a brief overview and comparison of the Individuals with Disabilities Education Act (IDEA), the Rehabilitation Act (RA), and the Americans with Disabilities Act (ADA). Part II - IDEA: covers background, basic language and coverage, duty to evaluate, FAPE, IEP, placement, related services, inclusions/least restrictive environment, private school, discipline, mediation, due process, and court proceedings. Sample forms are included to supplement discussion with concrete examples to aid understanding. Part III - RA and ADA: covers RA/ADA basics, such as who is an individual with a disability, what entities are covered, enforcement provisions, and application to schools, universities, and employers. Part IV - Other Legal Issues: covers No Child Left Behind, FERPA, tort liability, and high stakes testing issues. At the end of each part there is a very basic question and answer section to assist the student in focusing on major points in each part.

Closing the School Discipline Gap

Closing the School Discipline Gap PDF Author: Daniel J. Losen
Publisher: Teachers College Press
ISBN: 0807773492
Category : Education
Languages : en
Pages : 286

Book Description
Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund

The Effects of School-wide Behavior Support on Special Education Students' Achievement and Office Discipline Referrals

The Effects of School-wide Behavior Support on Special Education Students' Achievement and Office Discipline Referrals PDF Author: Sandy Dawes
Publisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 260

Book Description
This study investigated the effect School-Wide Positive Behavior Support had on special education students. achievement and office discipline referrals. Sixty-nine special education students from eight elementary schools participated in this study. Thirty-four participants were in the group with School-Wide Positive Behavior Support, and 35 participants were in the group with no discipline program. The participants all had attended their schools for a minimum of two consecutive years. A quantitative causal comparative research method was utilized to compare the participants with School-Wide Positive Behavior Support to the participants with no School-Wide Positive Behavior Support Program. This study utilized two school years of archival data to obtain students. TCAP math and language achievement test scores. Several methods were utilized to obtain the office discipline referrals from the participating schools. The data was then analyzed and the nine null hypotheses were tested. A t- test was utilized for much of the data to compare the means and determine a means difference. Some of the data was not normally distributed and a non-parametric test also was utilized for three of the null hypotheses. The researcher in this study set the alpha level of significance at .05. After careful analysis of the data this study concluded that School-Wide Positive Behavior Support does not have a statistically significant effect on math and language achievement scores or office discipline referrals. The null hypotheses were retained. This study was conducted after a year of School-Wide Positive Behavior Support implementation. The literature review found that the longer the program is in effect the more probable it is for schools to see significant results. Also, the researcher found that if the alpha had been set at .10 a statistical significance would have been found, in terms of office discipline referrals. It is recommended that further research be conducted on the effects of School-Wide Positive Behavior Support. If this study were replicated after the program has been in place for four years, the data analysis may find different outcomes. Utilizing an entire school population would give the researcher more information and might have different results also. Utilizing School-Wide Positive Behavior Support is aiding in meeting the discipline needs of schools across the country, and research on its effects should be continued.