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Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings
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Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings

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February 2008 | 152 pages | Corwin
Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings provides the information preschool and elementary teachers and administrators need to understand schoolwide positive behavior support (SW-PBS) systems and what it takes to implement this type of system in their schools.

Schoolwide positive behavior support is a prevention-based approach for teaching and supporting appropriate behavior in all children. The book assists educators in applying this system by presenting the foundational principles of SW-PBS and effective core practices, as well as extensive research underlying this approach.

Beginning with a discussion of the foundational principals in Part One of the book, the author describes each core practice and includes figures, tables, and case examples illustrating how schools can implement each specific practice. Providing clarification on the required administrator and staff training, the book also outlines the commitment, funding, and leadership necessary for effective implementation and illustrates throughout the positive results of schoolwide positive behavior support for individuals and schools.

 
Preface
 
Acknowledgments
 
About the Authors
 
1. A Proactive Approach to Behavior Management
The Importance of Understanding Students' Past Learning Experiences  
Recommendations From the Field  
Programwide/Schoolwide Positive Behavior Support  
Continuum of Supports and Key Features  
Support for PW/SW-PBS  
Summary  
Text Overview  
 
2. Supporting Systems Change
Creating a Statewide, Districtwide, or Programwide System  
Getting Started  
Building Capacity at the School/Program Level  
Summary  
 
3. Team Leadership
Forming a PW/SW-PBS Team  
Initial Planning Efforts  
Determining Priorities and Time Frames  
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  
Prompts/Cues  
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  
Determining Different Consequences for Unique Needs  
Summary  
 
7. Data-Based Decision Making
Designing a Plan for Data Collection  
SW-PBS Decision Making  
Summary  
 
8. Building Foundations for Small-Group and Individual Supports
Universals Firmly in Place  
Systems to Establish Small Group/Targeted Supports  
Small-Group/Targeted Strategies  
Intensive/Individual Student Supports  
Conclusion  
 
References
 
Index

"Provides plentiful research and breaks down the processes for effectively implementing positive behavior supports 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

"The most comprehensive book to date in the area of schoolwide and programwide positive behavior support for the early years."

Lee Kern, Professor
Lehigh University

"An important and very timely book from leading authorities in positive behavior support. The extension of their approach to preschool programs is a vital contribution in preventing adverse trajectories of problem behavior. I recommended the book highly as a guide for programs serving children of all ages."

Glen Dunlap, Research Professor
Florida Mental Health Institute, University of South Florida

"The book’s major 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

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ISBN: 9781412940566
£20.99