Positive behavior support in secondary schools a practical guide
" This much-needed guide shows how to implement positive behavior support (PBS) strategies in secondary settings, using a three-tiered approach. The authors adapt the core ideas of PBS to the developmental context of adolescence and the organizational structures of middle schools and junior and...
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| Other Authors: | , |
| Format: | eBook |
| Language: | Inglés |
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New York :
Guilford Press
2011.
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| Series: | Guilford practical intervention in the schools series.
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| Subjects: | |
| See on Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009797985206719 |
Table of Contents:
- Cover; The Guilford Practical Intervention in the Schools Series; Copyright Page; Dedication; About the Authors; Acknowledgments; Preface; Contents; 1. Foundational Ideas; Guiding Principles; Needs and Behavior; Replacements for Problem Behavior; Beliefs That Facilitate Change; A Teaching Approach to Discipline; Teaching Acceptable Behaviors; Side Effects of Coercion; Creating a Supportive Environment; Positive Behavior Support; Key Components of SWPBS; A Three-Tiered Approach; Summary; 2. Adolescent Needs and Secondary Settings; Developmental Changes; Physical; Cognitive; Social
- Developmental InteractionsAutonomy and Responsibility; Identity and Self-Concepts; Moral Awareness and Functioning; Strengths and Challenges of Secondary Education Contexts; Opportunities and Choices; Misfits and Conflicts; Schools, Communities, and Adolescent Belonging; Summary; 3. The Importance of School Climate; Understanding School Climate; Characteristics of a Healthy School Climate; Drawbacks of a Reactive and Punitive Approach; Benefits of a Healthy School Climate; Fostering a Healthy School Climate; Positive Personal Relationships; Positive Classroom Management; High-Quality Teaching
- School LeadershipCommunity Involvement; Measuring School Climate; Process; Applicable Data; SWPBS and School Climate; Focus on Prevention; A Middle School Case Study; Summary; 4. Planning for Implementation; Creating the Context for Implementation; Assembling a Planning Committee or Team; Creating Committee Objectives and Structure; Determining Responsibility for Professional Development; Establishing Roles and Responsibilities; Accessing School Resources; Human Resources; Physical Resources; Creating Buy-In from Teachers and Other School Stakeholders; Using Data
- Working with District AdministratorsWorking with Parents and Community Members; Working with Students; Building Capacity through Teacher Development; Establishing Alignment; Collaborating; Investing Time; Including Important Components; Summary; 5. Schoolwide Interventions: Tier 1; The Importance of Expectations; Creating Behavioral Expectations in Secondary Schools; Teaching Social Skills to All Students; The Nature of Social Skills; Social Skills Assessments; Teaching Social Skills; Social Skills Rationales; Instructional Procedures; Schoolwide Encouragement and Praise
- Schoolwide Token Economy SystemsAdministrative Interventions; Summary; 6. Monitoring Implementation and Outcomes Using Data; Recognizing the Importance of Data for Decision Making; Establishing a Data-Based Decision-Making System; Using a Variety of Data; Using Systems Productively; Using ODRs; Implementing an ODR System; Using ODR Data to Monitor Interventions; Recognizing Strengths and Weaknesses of ODR Data; Attending to Treatment Fidelity; Meaning of Treatment Fidelity; Assessing Treatment Fidelity; Understanding Social Validity; Measuring Social Validity; Summary; 7. Schoolwide Screening
- Overview of Screening
