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Behavior support / / Linda M. Bambara, Ed. D, Rachel Janney, Ph.D., and Martha E. Snell., Ph.D. with contributions from Raquel M. Burns, M. Ed., and Dolly Singley, M. Ed
| Behavior support / / Linda M. Bambara, Ed. D, Rachel Janney, Ph.D., and Martha E. Snell., Ph.D. with contributions from Raquel M. Burns, M. Ed., and Dolly Singley, M. Ed |
| Autore | Bambara Linda M. <1952-> |
| Edizione | [Third edition.] |
| Pubbl/distr/stampa | Baltimore ; ; London ; ; Sydney : , : Paul H. Brookes Publishing Co., , [2015] |
| Descrizione fisica | 1 online resource (225 pages) |
| Disciplina | 371.39/3 |
| Collana | Teachers' guides to inclusive practices |
| Soggetto topico |
Behavior modification
Inclusive education EDUCATION / Inclusive Education EDUCATION / Classroom Management |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-59857-947-9
1-59857-943-6 1-59857-945-2 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine 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. |
| Record Nr. | UNINA-9910460591203321 |
Bambara Linda M. <1952->
|
||
| Baltimore ; ; London ; ; Sydney : , : Paul H. Brookes Publishing Co., , [2015] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Behavior support [[electronic resource] /] / by Linda M. Bambara, Rachel Janney, and Martha E. Snell
| Behavior support [[electronic resource] /] / by Linda M. Bambara, Rachel Janney, and Martha E. Snell |
| Autore | Bambara Linda M. <1952-> |
| Edizione | [Third edition.] |
| Pubbl/distr/stampa | Baltimore, : Brookes Publishing, c2015 |
| Descrizione fisica | 1 online resource (225 pages) |
| Disciplina | 371.39/3 |
| Altri autori (Persone) |
JanneyRachel
SnellMartha E |
| Collana | Teachers' guides to inclusive practices |
| Soggetto topico |
Behavior modification
Inclusive education |
| ISBN |
1-59857-947-9
1-59857-943-6 1-59857-945-2 |
| Classificazione | EDU048000EDU044000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine 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. |
| Record Nr. | UNINA-9910797043103321 |
|
Bambara Linda M. <1952->
|
||
| Baltimore, : Brookes Publishing, c2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Behavior support [[electronic resource] /] / by Linda M. Bambara, Rachel Janney, and Martha E. Snell
| Behavior support [[electronic resource] /] / by Linda M. Bambara, Rachel Janney, and Martha E. Snell |
| Autore | Bambara Linda M. <1952-> |
| Edizione | [Third edition.] |
| Pubbl/distr/stampa | Baltimore, : Brookes Publishing, c2015 |
| Descrizione fisica | 1 online resource (225 pages) |
| Disciplina | 371.39/3 |
| Altri autori (Persone) |
JanneyRachel
SnellMartha E |
| Collana | Teachers' guides to inclusive practices |
| Soggetto topico |
Behavior modification
Inclusive education |
| ISBN |
1-59857-947-9
1-59857-943-6 1-59857-945-2 |
| Classificazione | EDU048000EDU044000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine 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. |
| Record Nr. | UNINA-9910818808303321 |
|
Bambara Linda M. <1952->
|
||
| Baltimore, : Brookes Publishing, c2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Collaborative teaming / / by Margaret E. King-Sears, Rachel Janney, and Martha E. Snell
| Collaborative teaming / / by Margaret E. King-Sears, Rachel Janney, and Martha E. Snell |
| Autore | King-Sears Margaret E. |
| Edizione | [Third edition.] |
| Pubbl/distr/stampa | Baltimore ; ; London ; ; Sydney : , : Paul H. Brookes Publishing Co., , [2015] |
| Descrizione fisica | 1 online resource (193 p.) |
| Disciplina | 371.9/046 |
| Collana | Teachers' Guides to Inclusive Practices |
| Soggetto topico |
Inclusive education - United States
Home and school - United States School support teams - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-59857-792-1
1-59857-790-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Contents; About the Forms; About the Authors; Acknowledgments; Chapter 1: Overview of Collaborative Teaming; Collaborative Teams; Why Is Collaboration So Important in Schools Today?; Collaboration and Collaborative Teaming; Service Delivery Models and Methods; Components of Collaborative Teaming; Benefits and Challenges of Collaborative Teaming; Chapter 2: Building Team Structure; Leadership and Support from Administrators; Purpose of Teams; Establishing Team Membership for Individual Student Teams ; Establishing Team Trust
Defining Team Members' Roles and ResponsibilitiesTime to Meet, Plan, and Implement; Establishing a Team Meeting Process and Schedule; Chapter 3: Learning Teamwork Skills; Setting Ground Rules for Team Meetings; Establishing Team Trust; Listening and Interacting Effectively; Promoting Accurate and Unambiguous Communication; Making Decisions by Consensus; Being Sensitive to Diversity and Avoiding Stereotyping; Fostering Positive Staff-Family Interactions; Building Team Cohesion; Resolving Conflict Constructively; Adjusting Interpersonal Skills When Videoconferencing Teaming Effectively on the FlyChapter 4: Problem Solving and Action Planning; Common Problem-Solving Issues; Problem-Solving and Action-Planning Methods; Challenges to Team Problem Solving and Action Planning; Chapter 5: Collaborative Consultation; Rationale for Collaborative Consultation; Expert-Driven and Collaborative Consultation; Who Uses Collaborative Consultation, and for What Purposes?; Related Services Delivered Through Collaborative Consultation; Challenges of Role Definition and Logistics; Recognizing Each Other's Expertise; Collaborative Consultation Process Chapter 6: Collaborative TeachingRationale for Co-teaching; What Are the Characteristics of Effective Co-teaching?; Research on Co-teaching; Co-teaching Models; Preparing for Collaborative Teaching; Evaluating Outcomes; References; Appendix A: Blank Forms; Appendix B: Resources; Index |
| Record Nr. | UNINA-9910460567303321 |
|
King-Sears Margaret E.
|
||
| Baltimore ; ; London ; ; Sydney : , : Paul H. Brookes Publishing Co., , [2015] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Collaborative teaming / / by Margaret E. King-Sears, Rachel Janney, and Martha E. Snell
| Collaborative teaming / / by Margaret E. King-Sears, Rachel Janney, and Martha E. Snell |
| Autore | King-Sears Margaret E. |
| Edizione | [Third edition.] |
| Pubbl/distr/stampa | Baltimore ; ; London ; ; Sydney : , : Paul H. Brookes Publishing Co., , [2015] |
| Descrizione fisica | 1 online resource (193 p.) |
| Disciplina | 371.9/046 |
| Collana | Teachers' Guides to Inclusive Practices |
| Soggetto topico |
Inclusive education - United States
Home and school - United States School support teams - United States |
| ISBN |
1-59857-792-1
1-59857-790-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Contents; About the Forms; About the Authors; Acknowledgments; Chapter 1: Overview of Collaborative Teaming; Collaborative Teams; Why Is Collaboration So Important in Schools Today?; Collaboration and Collaborative Teaming; Service Delivery Models and Methods; Components of Collaborative Teaming; Benefits and Challenges of Collaborative Teaming; Chapter 2: Building Team Structure; Leadership and Support from Administrators; Purpose of Teams; Establishing Team Membership for Individual Student Teams ; Establishing Team Trust
Defining Team Members' Roles and ResponsibilitiesTime to Meet, Plan, and Implement; Establishing a Team Meeting Process and Schedule; Chapter 3: Learning Teamwork Skills; Setting Ground Rules for Team Meetings; Establishing Team Trust; Listening and Interacting Effectively; Promoting Accurate and Unambiguous Communication; Making Decisions by Consensus; Being Sensitive to Diversity and Avoiding Stereotyping; Fostering Positive Staff-Family Interactions; Building Team Cohesion; Resolving Conflict Constructively; Adjusting Interpersonal Skills When Videoconferencing Teaming Effectively on the FlyChapter 4: Problem Solving and Action Planning; Common Problem-Solving Issues; Problem-Solving and Action-Planning Methods; Challenges to Team Problem Solving and Action Planning; Chapter 5: Collaborative Consultation; Rationale for Collaborative Consultation; Expert-Driven and Collaborative Consultation; Who Uses Collaborative Consultation, and for What Purposes?; Related Services Delivered Through Collaborative Consultation; Challenges of Role Definition and Logistics; Recognizing Each Other's Expertise; Collaborative Consultation Process Chapter 6: Collaborative TeachingRationale for Co-teaching; What Are the Characteristics of Effective Co-teaching?; Research on Co-teaching; Co-teaching Models; Preparing for Collaborative Teaching; Evaluating Outcomes; References; Appendix A: Blank Forms; Appendix B: Resources; Index |
| Record Nr. | UNINA-9910797051403321 |
|
King-Sears Margaret E.
|
||
| Baltimore ; ; London ; ; Sydney : , : Paul H. Brookes Publishing Co., , [2015] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Collaborative teaming / / by Margaret E. King-Sears, Rachel Janney, and Martha E. Snell
| Collaborative teaming / / by Margaret E. King-Sears, Rachel Janney, and Martha E. Snell |
| Autore | King-Sears Margaret E. |
| Edizione | [Third edition.] |
| Pubbl/distr/stampa | Baltimore ; ; London ; ; Sydney : , : Paul H. Brookes Publishing Co., , [2015] |
| Descrizione fisica | 1 online resource (193 p.) |
| Disciplina | 371.9/046 |
| Collana | Teachers' Guides to Inclusive Practices |
| Soggetto topico |
Inclusive education - United States
Home and school - United States School support teams - United States |
| ISBN |
1-59857-792-1
1-59857-790-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Contents; About the Forms; About the Authors; Acknowledgments; Chapter 1: Overview of Collaborative Teaming; Collaborative Teams; Why Is Collaboration So Important in Schools Today?; Collaboration and Collaborative Teaming; Service Delivery Models and Methods; Components of Collaborative Teaming; Benefits and Challenges of Collaborative Teaming; Chapter 2: Building Team Structure; Leadership and Support from Administrators; Purpose of Teams; Establishing Team Membership for Individual Student Teams ; Establishing Team Trust
Defining Team Members' Roles and ResponsibilitiesTime to Meet, Plan, and Implement; Establishing a Team Meeting Process and Schedule; Chapter 3: Learning Teamwork Skills; Setting Ground Rules for Team Meetings; Establishing Team Trust; Listening and Interacting Effectively; Promoting Accurate and Unambiguous Communication; Making Decisions by Consensus; Being Sensitive to Diversity and Avoiding Stereotyping; Fostering Positive Staff-Family Interactions; Building Team Cohesion; Resolving Conflict Constructively; Adjusting Interpersonal Skills When Videoconferencing Teaming Effectively on the FlyChapter 4: Problem Solving and Action Planning; Common Problem-Solving Issues; Problem-Solving and Action-Planning Methods; Challenges to Team Problem Solving and Action Planning; Chapter 5: Collaborative Consultation; Rationale for Collaborative Consultation; Expert-Driven and Collaborative Consultation; Who Uses Collaborative Consultation, and for What Purposes?; Related Services Delivered Through Collaborative Consultation; Challenges of Role Definition and Logistics; Recognizing Each Other's Expertise; Collaborative Consultation Process Chapter 6: Collaborative TeachingRationale for Co-teaching; What Are the Characteristics of Effective Co-teaching?; Research on Co-teaching; Co-teaching Models; Preparing for Collaborative Teaching; Evaluating Outcomes; References; Appendix A: Blank Forms; Appendix B: Resources; Index |
| Record Nr. | UNINA-9910827432103321 |
|
King-Sears Margaret E.
|
||
| Baltimore ; ; London ; ; Sydney : , : Paul H. Brookes Publishing Co., , [2015] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||