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



© 2008 | 152 pages | Corwin

"The book's 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

"Provides a lot of research and breaks down the processes for implementing positive behavior supports effectively 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

Learn how to teach and support appropriate behavior and build confidence in young children!

This easy-to-read resource presents the Programwide/Schoolwide Positive Behavioral Support (PW/SW-PBS) system, a preventive, research-based approach that helps educators teach classroom behavior skills the same way they teach academic skills. The authors outline the PW/SW-PBS model, describe the core practices, and provide case examples to aid implementation. Key features of this instruction-based system include:

  • Differing levels of intervention to meet individual student needs
  • Clearly stated behavioral expectations
  • Consistent acknowledgment of students' mastery of expectations
  • Systematic use of consequences for problem behavior

This user-friendly text makes the principles of PW/SW-PBS easy to apply for educators who are committed to helping young students establish positive behavioral habits that will make learning a joy for all.

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
Key features
  • Offers a positive and research-proven method of teaching appropriate behavior at the preschool and elementary levels.
  • Demonstrates the implementation of a schoolwide approach for teaching and supporting positive behavior
  • Easy to read and jargon free
  • Practical information and guidance on implementation

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