LEADER 04264nam 22005774a 450 001 9910818808303321 005 20200520144314.0 010 $a1-59857-947-9 010 $a1-59857-943-6 010 $a1-59857-945-2 035 $a(SSID)ssj0001460526 035 $a(PQKBManifestationID)12590164 035 $a(PQKBTitleCode)TC0001460526 035 $a(PQKBWorkID)11468054 035 $a(PQKB)10288656 035 $a(MiAaPQ)EBC2000816 035 $a(CKB)3710000000387123 035 $a(EXLCZ)993710000000387123 100 $a19990622d2015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aBehavior support /$fby Linda M. Bambara, Rachel Janney, and Martha E. Snell 205 $aThird edition. 210 $aBaltimore $cBrookes Publishing$dc2015 215 $a1 online resource (225 pages) 225 1 $aTeachers' guides to inclusive practices 300 $aPrevious editions entitled Behavioral support and entered under: Janney, Rachel. 311 $a1-59857-886-3 320 $aIncludes bibliographical references and index. 327 $aMachine generated contents note: About the Authors -- About the Forms -- Acknowledgments -- Positive Behavior Support Three-tiered Model of School-wide Systems for Student Support -- Using Positive Behavior Support in Schools -- Core Features and Principles of Positive Behavior Support -- Positive Behavior Support Teams School-wide Positive Behavior Support Rationale for Primary Tier School-wide Positive Behavior Support -- A Safe and Responsive School Climate -- School-wide Unified Discipline Approach -- Active Development of Social and Emotional Competencies -- Bully Prevention in Positive Behavior Support -- Systems-Change Process for Establishing and Sustaining SWPBS Class-wide and Selected Interventions Class-wide Interventions -- Team Facilitation of Selected Interventions -- Identifying Students of Selected Interventions -- Matching Identified Students with Selected Interventions -- Simple Functional Behavioral Assessment -- Adopting and Implementing Selected Intervention -- Monitoring, Evaluating, and Sustaining Selected Interventions Individualized Positive Behavior Support: Conducting a Functional Behavioral Assessment What is Functional Behavioral Assessment? -- Step 1: Identify the Problem (s) and Decide on Priorities: Make a Plan for Safety Management -- Step 2: Plan and Conduct the Functional Behavioral Assessment (FBA) Designing, Using, and Evaluating Individualized Positive Behavior Supports Step 3: Design an Individualized Positive Behavior Support Plan -- Step 4: Implement, Monitor, and Evaluate the PBS Plan ReferencesAppendix A: Blank Forms Team Meeting Agenda and Minutes -- Steps and Tools to Develop Individualized Positive Behavior Supports (PBS) -- Program-at-a-Glance -- Step 1A Worksheet: Problem Identification and Decisions about Priorities -- Step 1B Worksheet: Safety Plan -- Incident Record -- Step 2A Worksheet: Student-Centered Functional Behavioral Assessment (FBA) Profile -- Student Schedule Analysis -- Interval Recording or Scatter Plot -- Antecedent-Behavior-Consequence Observation -- Step 2C Worksheet: Summary of Functional Behavioral Assessment and Hypothesis Statement(s) -- Step 3 Worksheet: Positive Behavior Support Plan -- Step 4 Worksheet: Implementing, Monitoring, and Evaluating the PBS Plan -- ABC ChecklistAppendix B: Resources on Behavioral Support Index. 330 $a"A concise guide for educators to implement positive behavior support in the classroom and across an entire school"--publisher. 410 0$aTeachers' guides to inclusive practices. 606 $aBehavior modification$vCase studies 606 $aInclusive education$vCase studies 615 0$aBehavior modification 615 0$aInclusive education 676 $a371.39/3 686 $aEDU048000$aEDU044000$2bisacsh 700 $aBambara$b Linda M.$f1952-$01612891 701 $aJanney$b Rachel$01612892 701 $aSnell$b Martha E$01207619 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910818808303321 996 $aBehavior support$93941908 997 $aUNINA