Classwide Positive Behavior Interventions and Supports: A Guide to Proactive Classroom Management | 誠品線上

Classwide Positive Behavior Interventions and Supports: A Guide to Proactive Classroom Management

內容簡介

內容簡介 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. 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. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.

作者介紹

作者介紹 Brandi Simonsen, PhD, is Associate Professor of Special Education in the Department of Educational Psychology and a Research Scientist with the Center for Behavioral Education and Research at the University of Connecticut. She also coordinates the University's Graduate Certificate Program in Schoolwide Positive Behavior Support. Dr. Simonsen is an implementation partner with the OSEP Technical Assistance Center on PBIS and serves on the executive board of the Association for Positive Behavior Support. She teaches, provides service, and conducts research in the areas of Tier 1 schoolwide positive behavior support in alternative settings, classwide PBIS, and more intensive (Tiers 2 and 3) supports for students with challenging behavior. Previously, Dr. Simonsen was the director of a nonpublic alternative school for students with disabilities who presented with challenging educational and behavioral needs. In addition to serving as an administrator and clinician, she was certified as a teacher of elementary general education and middle secondary special education. She has authored a number of scholarly journal articles and book chapters. Diane Myers, PhD, is Associate Professor of Special Education in the Department of Teacher Education at Texas Woman’s University. Previously, she was Assistant Professor of Special Education at Assumption College in Worcester, Massachusetts, where she created the Certificate of Advanced Studies Program in PBIS. Dr. Myers teaches undergraduate and graduate courses in the areas of classwide PBIS, advanced applications of positive behavior supports at all levels, and research and practice in special education. She conducts professional development in classroom management and provides training and support to schools implementing schoolwide PBIS. Her research interests include teacher training and professional development, classroom management, and supporting students with challenging behavior. Previously, she was a special education teacher at an urban middle school. Her first teaching job was at a residential facility for adjudicated adolescents, and she has an ongoing interest in the field of juvenile justice.

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