LEADER 06093nam 2200733 a 450 001 9910812450903321 005 20200520144314.0 010 $a1-283-34046-1 010 $a9786613340467 010 $a1-4625-0524-4 010 $a1-60918-974-4 035 $a(CKB)2550000000065088 035 $a(EBL)800607 035 $a(OCoLC)763157675 035 $a(SSID)ssj0000555329 035 $a(PQKBManifestationID)12194465 035 $a(PQKBTitleCode)TC0000555329 035 $a(PQKBWorkID)10518071 035 $a(PQKB)11224300 035 $a(MiAaPQ)EBC800607 035 $a(EXLCZ)992550000000065088 100 $a20110819d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aPositive behavior support in secondary schools $ea practical guide /$fEllie L. Young, Paul Caldarella, Michael J. Richardson 210 $aNew York $cGuilford Press$d2011 215 $a1 online resource (179 p.) 225 1 $aThe Guilford practical intervention in the schools series 300 $aDescription based upon print version of record. 311 $a1-60918-973-6 320 $aIncludes bibliographical references and index. 327 $aCover; 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 327 $aDevelopmental 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 327 $aSchool 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 327 $aWorking 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 327 $aSchoolwide 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 327 $aOverview of Screening 330 $a" This much-needed guide shows how to implement positive behavior support (PBS) strategies in secondary settings, using a three-tiered approach. The authors adapt the core ideas of PBS to the developmental context of adolescence and the organizational structures of middle schools and junior and senior high schools. With an emphasis on data-based decision making, the book provides ideas and examples for meeting the behavioral needs of all students, from those with emerging concerns to those with ongoing, chronic problems. It takes practitioners step by step through planning, implementing, evaluating, and sustaining schoolwide, small-group, and individual interventions. In a large-size format with convenient lay-flat binding, the book includes useful reproducible forms. "--$cProvided by publisher. 410 0$aGuilford practical intervention in the schools series. 606 $aSchool psychology$zUnited States 606 $aBehavior modification$zUnited States 606 $aSchool children$zUnited States$xDiscipline 606 $aHigh school students$zUnited States$xPsychology 606 $aMiddle school students$zUnited States$xPsychology 615 0$aSchool psychology 615 0$aBehavior modification 615 0$aSchool children$xDiscipline. 615 0$aHigh school students$xPsychology. 615 0$aMiddle school students$xPsychology. 676 $a373.1102/4 686 $aPSY006000$aEDU026000$aSOC025000$aEDU009000$2bisacsh 700 $aYoung$b Ellie L$01651949 701 $aCaldarella$b Paul$01651950 701 $aRichardson$b Michael J$01651951 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910812450903321 996 $aPositive behavior support in secondary schools$94002256 997 $aUNINA