Behavior Support / Linda M. Bambara, Rachel Janney, and Martha E. Snell.
Series Teachers' GuidesEditor: Baltimore : Brookes Publishing, 2015Fecha de copyright: ©2015Edición: Third editionDescripción: 1 online resource (225 pages)Tipo de contenido:- text
- computer
- online resource
- 9781598579437
- 371.39/3
- LB1060.2 .B363 2015
| Imagen de cubierta | Tipo de ítem | Biblioteca actual | Biblioteca de origen | Colección | Ubicación en estantería | Signatura topográfica | Materiales especificados | Info Vol | URL | Copia número | Estado | Notas | Fecha de vencimiento | Código de barras | Reserva de ítems | Prioridad de la cola de reserva de ejemplar | Reservas para cursos | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Libro electrónico | Biblioteca de Mayagüez Acceso en línea | LB1060.2 .B363 2015 (Navegar estantería(Abre debajo)) | Ebook c. 1 | Disponible | 50000003284030 | |||||||||||||
| Libro electrónico | Biblioteca Encarnación Valdés Acceso en línea | 371.39/3 (Navegar estantería(Abre debajo)) | Disponible | EBC2000816 | ||||||||||||||
| Libro electrónico | Biblioteca Mons. Iñaki Mallona (Arecibo) Acceso en línea | 371.39 (Navegar estantería(Abre debajo)) | Ebook | Disponible | 60000010177019 |
Descripciones mejoradas de Syndetics:
The revised and expanded edition of a popular book trusted in classrooms across the country, Behavior Support is your guide to implementing effective positive behavior support (PBS)-- both in the classroom and across an entire school. You'll get explicit, research-based strategies for implementing the three tiers of PBS:
universal, school-wide interventions; selected interventions with students exhibiting risk behaviors; and specialized interventions with students who need intensive, individualized help.Packed with updated strategies on hot topics, redesigned forms, and the newest research on multitiered systems of support, this new edition will help you support positive changes in your students' behavior--so you can keep the focus on learning . (Ideal for both in-service teacher training and college and university courses!)
RESEARCH-BASED STRATEGIES FOR HELPING STUDENTS:
Stop challenging behavior before it starts Improve communication, social, and self-control skills Form positive, respectful relationships with classmates, teachers, and other community members Take a more active part in their school, classroom, and community
WHAT'S NEW: More research and strategies on key topics, including bullying prevention, safe and responsive school climates, functional assessment, and individual student interventions. You'll also get more explicit step-by-step instructions, new case examples, tips on sustaining PBS in your school, redesigned forms that are practical and easy to use, and focusing questions for each chapter that highlight key takeaways.
This revised and expanded edition is your guide to implementing effective positive behavior support. Includes more on bullying prevention, safe and responsive school climates, and functional behavior analysis.
Cover -- Title Page -- Contents -- About the Forms -- About the Authors -- Acknowledgments -- Chapter 1: Positive Behavior Support -- Three-Tiered Model of Schoolwide Systems for Student Support -- Using Positive Behavior Support in Schools -- Core Features and Principles of Positive Behavior Support -- Positive Behavior Support Teams -- Chapter 2: Schoolwide Positive Behavior Support -- Rationale for Primary-Tier Schoolwide Positive Behavior Support -- Safe and Responsive School Climate -- Unified Schoolwide Discipline Approach -- Active Development of Social and Emotional Competencies -- Bully Prevention in Positive Behavior Support -- Systems-Change Process for Establishing and Sustaining Schoolwide Positive Behavior Support -- Chapter 3: Classwide and Selected Interventions -- Classwide Interventions -- Team Facilitation of Selected Interventions -- Identifying Students for Selected Interventions -- Matching Identified Students with Selected Interventions: Simple Functional Behavior Assessment -- Adopting and Implementing Selected Interventions -- Monitoring, Evaluating, and Sustaining Selected Interventions -- Chapter 4: Individualized Positive Behavior Support: Conducting a Functional Behavior Assessment -- What Is Functional Behavior Assessment? -- Step 1: Identify the Problem(s) and Decide on Priorities: Make a Safety Plan -- Step 2: Plan and Conduct the Functional Behavior Assessment -- Chapter 5: Designing, Using, and Evaluating Individualized Positive Behavior Supports -- Step 3: Design an Individualized Positive Behavior Support Plan -- Step 4: Implement, Monitor, and Evaluate the Positive Behavior Support Plan -- References -- Appendix A: Blank Forms -- Team Meeting Agenda and Minutes -- Steps and Tools to Develop Individualized Positive Behavior Supports -- Program-at-a-Glance.
Step 1A Worksheet: Problem Identification and Decisions About Priorities -- Step 1B Worksheet: Safety Plan -- Incident Record -- Step 2A Worksheet: Student-Centered Functional Behavior Assessment Profile -- Student Schedule Analysis -- Interval Recording or Scatter Plot -- Antecedent-Behavior-Consequence Observation -- Antecedent-Behavior-Consequence Checklist -- Step 2C Worksheet: Summary of Functional Behavior Assessment and Hypothesis Statement(s) -- Step 3 Worksheet: Positive Behavior Support Plan -- Step 4 Worksheet: Implementing, Monitoring, and Evaluating the Positive Behavior Support Plan -- Appendix B: Resources on Behavior Support -- Index.
A concise guide for educators to implement positive behavior support in the classroom and across an entire school.
Description based on publisher supplied metadata and other sources.
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2021. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Notas de autor provistas por Syndetics
Linda M. Bambara, Ed.D., is a professor and program director of special education at Lehigh University, where she also directed two university fieldEditor-based programs serving adults and transition-age youth with developmental disabilities and autism to participate in inclusive community settings. She has been involved with individuals with disabilities for more than 35 years as a teacher, teacher trainer, advocate, researcher, and director of research and training projects. As a productive author, she has published numerous books, chapters, and articles, including three additional books on positive behavior support. She has served on national boards of professional organizations such as TASH, the Association for Positive Behavior Support, and the editorial boards of six journals. She is former Editor-In-Chief of Research and Practice for Persons with Severe Disabilities.
Rachel Janney, Ph.D., is an independent scholar and consultant who has worked with and on behalf of children and adults with disabilities in a number of capacities, including special education teacher, educational and behavioral consultant, technical assistance provider, teacher educator, researcher, and author. For a number of years, she was a professor in the School of Teacher Education and Leadership at Radford University in Virginia, where she taught courses and supervised student teachers in the special education program, specializing in the inclusion of students with extensive learning and behavior support needs. Dr. Janney received her master's degree from Syracuse University and her doctorate from the University of Nebraska--Lincoln.
Martha E. Snell, Ph.D., Professor Emeritus, Special Education, Curry School of Education, University of Virginia, 405 Emmet Street, Charlottesville Virginia 22904
Dr. Martha Snell is a Professor Emeritus of Special Education at the Curry School of Education, University of Virginia where she directed the teacher preparation program in severe disabilities for 30 years. With others, she has authored a number of books on teaching methods and the definition of intellectual disability and has been an active member of TASH and the American Association for Individuals with Intellectual and Developmental Disabilities. She directed both federal and state grants directed toward the preparation of teachers and research with individuals having intellectual disability and autism and their teachers; more recently her research has concerned Head Start classrooms and young children at risk. Her research topics have encompassed the inclusion of students with disabilities in general education classrooms, effective teaching strategies, communication intervention, and positive behavior support for problem behavior.