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
Dr. Melissa Stormont has been involved in special education and
psychology for over 15 years. Dr. Stormont has worked to support
children with behavioral problems as a teacher, behavioral
consultant, and through teaching teachers and conducting research
in higher education. Currently, Dr. Stormont is an Associate
Professor in Special Education at the University of Missouri. Dr.
Stormont has published extensive research related to the
educational and social needs of young children who are vulnerable
for failure including children with behavior problems, Attention
Deficit Hyperactivity Disorder, and children who have limited
resources due to poverty. Dr. Stormont’s research has included a
focus on family and school factors that contribute to risk and
resiliency. She has published over 30 articles and book chapters in
these areas.
Dr. Timothy J. Lewis has been involved in special education for
over 20 years. Dr. Lewis has taught students with emotional and
behavioral disorders in high school, elementary, and self-contained
psychiatric settings. At present, Dr. Lewis is Professor and
Associate Dean for Research, Development, and Graduate Studies at
the University of Missouri. Dr. Lewis has been involved with
developing school-wide systems of behavioral support for over 15
years. He has worked directly with school teams around the world,
secured several federal grants to support his research and
demonstration efforts, and is a frequent contributor to the
professional literature examining various aspects of Positive
Behavior Support. His specialty areas include social skill
instruction, functional assessment, and proactive school-wide
discipline systems.
Rebecca S. Beckner is an early childhood behavior consultant
with the public schools in Columbia, Missouri. She has been a
family and individual counselor and owned a childcare center for
ten years, specializing in the care of children with behavioral
concerns. Becky currently participates in the evaluation of young
children in the area of social/emotional/behavioral functioning and
serves children with severe behavior problems and their families.
She also facilitates several local Program-wide Positive Behavior
Support teams in the public schools, Head Start, and community day
cares. Becky has twenty years of experience consulting with
teachers on behavior management and providing workshop and
in-service training to teaching staff and parents on subjects such
as Positive Behavior Supports, social skills, strategies for
supporting children with significant behavioral difficulties,
resiliency, and communicating with parents. Becky is a certified
trainer of Program-wide Positive Behavior Support and has traveled
throughout the country supporting teams as they implement the
approach. She is also working on her dissertation at the University
of Missouri (Special Education-Behavior Disorders) on implementing
the PBS approach to improve at-risk behavior of preschool children,
and is teaching courses on early childhood assessment and working
with families.
Nanci Johnson is currently a Positive Behavior Support Facilitator
for the Columbia Public Schools. She previously worked as part of
the Missouri Positive Behavior Support initiative, collaborating to
develop state training materials, conducting school based research
and providing
consultation both in and out of the state. Nanci has taught
parenting education, pre-school, kindergarten, first grade, as well
as college level coursework. She has special interest in systems
based school change, development of communities of practice to
support effective instructional practices, and instructional
leadership.
"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*
"The most comprehensive book to date in the area of schoolwide and
programwide positive behavior support for the early years."
*Lee Kern, Professor*
"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*
"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*
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