Efficacy of schoolwide programs to promote social and character development and reduce problem behavior in elementary school children [[electronic resource] ] : report from the Social and Character Development Research Program / / Social and Character Development Research Consortium ; [written by Allen Ruby and Emily Doolittle] |
Autore | Ruby Allen |
Pubbl/distr/stampa | [Washington, D.C.] : , : U.S. Dept. of Education, Institute of Education Sciences, National Center for Education Research : , : Dept. of Health & Human Services, Centers for Disease Control and Prevention, , [2010] |
Descrizione fisica | 1 online resource (656 unnumbered pages) |
Altri autori (Persone) | DoolittleEmily |
Soggetto topico |
Social skills - United States
Personality development - United States Behavior disorders in children - Research - United States Behavior modification - United States School children - United States - Discipline |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Altri titoli varianti | Efficacy of schoolwide programs to promote social and character development and reduce problem behavior in elementary school children |
Record Nr. | UNINA-9910699772003321 |
The PBIS team handbook : setting expectations and building positive behavior / / Char Ryan, Ph.D., and Beth Baker, M.S.Ed |
Autore | Ryan Char |
Edizione | [1st ed.] |
Pubbl/distr/stampa | Minneapolis, Minnesota : , : Free Spirit Publishing Incorporated, , [2019] |
Descrizione fisica | 1 online resource (xi, 201 pages) : illustrations |
Disciplina | 371.7/13 |
Collana | Gale eBooks |
Soggetto topico |
School psychology - United States
Behavior modification - United States School children - United States - Discipline Students - United States - Psychology School management and organization - United States |
ISBN | 1-63198-376-8 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto | Why we wrote this book -- About this book -- How to use this book -- What is PBIS? -- PBIS 101 -- How was PBIS developed and how does it work? -- How is PBIS implemented? -- Who is involved with PBIS? -- What type of training is involved? -- What type of funding is required? -- What are the expected outcomes of PBIS? -- The PBIS leadership team -- Role of the PBIS leadership team -- Role of building administrators in PBIS implementation -- Forming the rest of the PBIS leadership team -- Getting started as a team -- The PBIS coach -- Role of the PBIS coach -- Developing as a coach -- Coaching an evolving process: the wisdom of situational leadership -- Data and assessment -- Role of data in PBIS -- Types of data in PBIS -- Assessment tools -- Integrating multiple sources of data -- Assessment reports in practice -- Office discipline referral (ODR) data -- Effective data-based decision making -- What is data-based decision making or problem solving? -- Problem-solving approaches within the swis system -- Team-initiated problem solving (tips) -- Implementing PBIS tier 1 -- PBIS stage 1: exploration and adoption -- Tasks -- Determining need -- Learning about PBIS -- Early commitment and buy-in -- Deciding to adopt PBIS -- Telling your school's story -- PBIS stage 2: getting ready-installing the infrastructure -- Tasks -- Establishing a PBIS leadership team -- Collecting and examining baseline data -- Developing an action plan -- Establishing schoolwide behavioral expectations -- Developing a process to communicate at all levels -- Buy-in and support -- Telling your school's story -- PBIS stage 3: getting going-initial implementation -- Tasks -- Training school staff in the features of PBIS -- Refining your action plan -- Buy-in and support -- Telling your school's story -- PBIS stage 4: up and running-full implementation -- Tasks -- Achieving and documenting fidelity of implementation -- Buy-in and support -- Communicating with the local community -- Telling your school's story -- PBIS stage 5: sustaining and continuous improvement -- Tasks -- Sustainability -- Implementation with fidelity -- Barriers to sustainability -- Theoretical model of sustainability in PBIS -- Adapting to changing circumstances -- Buy-in and support -- Telling your school's story -- PBIS and equity -- Research on equity in the PBIS framework -- Dealing with teacher bias -- Tools to address inequities -- Putting it into practice -- Setting the stage for PBIS tiers 2 and 3 -- Are you ready for advanced tiers? -- The three-tiered prevention logic of PBIS. |
Altri titoli varianti | PBIS Team Handbook |
Record Nr. | UNINA-9910795764103321 |
Ryan Char | ||
Minneapolis, Minnesota : , : Free Spirit Publishing Incorporated, , [2019] | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
The PBIS team handbook : setting expectations and building positive behavior / / Char Ryan, Ph.D., and Beth Baker, M.S.Ed |
Autore | Ryan Char |
Edizione | [1st ed.] |
Pubbl/distr/stampa | Minneapolis, Minnesota : , : Free Spirit Publishing Incorporated, , [2019] |
Descrizione fisica | 1 online resource (xi, 201 pages) : illustrations |
Disciplina | 371.7/13 |
Collana | Gale eBooks |
Soggetto topico |
School psychology - United States
Behavior modification - United States School children - United States - Discipline Students - United States - Psychology School management and organization - United States |
ISBN | 1-63198-376-8 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto | Why we wrote this book -- About this book -- How to use this book -- What is PBIS? -- PBIS 101 -- How was PBIS developed and how does it work? -- How is PBIS implemented? -- Who is involved with PBIS? -- What type of training is involved? -- What type of funding is required? -- What are the expected outcomes of PBIS? -- The PBIS leadership team -- Role of the PBIS leadership team -- Role of building administrators in PBIS implementation -- Forming the rest of the PBIS leadership team -- Getting started as a team -- The PBIS coach -- Role of the PBIS coach -- Developing as a coach -- Coaching an evolving process: the wisdom of situational leadership -- Data and assessment -- Role of data in PBIS -- Types of data in PBIS -- Assessment tools -- Integrating multiple sources of data -- Assessment reports in practice -- Office discipline referral (ODR) data -- Effective data-based decision making -- What is data-based decision making or problem solving? -- Problem-solving approaches within the swis system -- Team-initiated problem solving (tips) -- Implementing PBIS tier 1 -- PBIS stage 1: exploration and adoption -- Tasks -- Determining need -- Learning about PBIS -- Early commitment and buy-in -- Deciding to adopt PBIS -- Telling your school's story -- PBIS stage 2: getting ready-installing the infrastructure -- Tasks -- Establishing a PBIS leadership team -- Collecting and examining baseline data -- Developing an action plan -- Establishing schoolwide behavioral expectations -- Developing a process to communicate at all levels -- Buy-in and support -- Telling your school's story -- PBIS stage 3: getting going-initial implementation -- Tasks -- Training school staff in the features of PBIS -- Refining your action plan -- Buy-in and support -- Telling your school's story -- PBIS stage 4: up and running-full implementation -- Tasks -- Achieving and documenting fidelity of implementation -- Buy-in and support -- Communicating with the local community -- Telling your school's story -- PBIS stage 5: sustaining and continuous improvement -- Tasks -- Sustainability -- Implementation with fidelity -- Barriers to sustainability -- Theoretical model of sustainability in PBIS -- Adapting to changing circumstances -- Buy-in and support -- Telling your school's story -- PBIS and equity -- Research on equity in the PBIS framework -- Dealing with teacher bias -- Tools to address inequities -- Putting it into practice -- Setting the stage for PBIS tiers 2 and 3 -- Are you ready for advanced tiers? -- The three-tiered prevention logic of PBIS. |
Altri titoli varianti | PBIS Team Handbook |
Record Nr. | UNINA-9910817397403321 |
Ryan Char | ||
Minneapolis, Minnesota : , : Free Spirit Publishing Incorporated, , [2019] | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
The PBIS tier two handbook : a practical approach to implementing targeted interventions / / Jessica Djabrayan Hannigan and John E. Hannigan |
Autore | Djabrayan Hannigan Jessica |
Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin, , [2018] |
Descrizione fisica | 1 online resource (xxii, 170 pages) : illustrations |
Disciplina | 370.15 |
Collana | Gale eBooks |
Soggetto topico |
School psychology - United States
Behavior modification - United States School children - United States - Discipline Students - United States - Psychology School management and organization - United States |
ISBN |
1-5063-8454-4
1-5063-8455-2 1-5063-8453-6 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto | The PBIS champion model -- The what and why of a PBIS tier 2 system -- Getting started with category A- tier 2 PBIS markers -- Getting started with category B - tier 2 characteristics -- Getting started with category C- tier 2 goals and the work of the PBIS team -- Tier 2 lessons learned, case studies, and bringing it all together -- Next steps and tips for success. |
Record Nr. | UNINA-9910794289203321 |
Djabrayan Hannigan Jessica | ||
Thousand Oaks, California : , : Corwin, , [2018] | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
The PBIS tier two handbook : a practical approach to implementing targeted interventions / / Jessica Djabrayan Hannigan and John E. Hannigan |
Autore | Djabrayan Hannigan Jessica |
Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin, , [2018] |
Descrizione fisica | 1 online resource (xxii, 170 pages) : illustrations |
Disciplina | 370.15 |
Collana | Gale eBooks |
Soggetto topico |
School psychology - United States
Behavior modification - United States School children - United States - Discipline Students - United States - Psychology School management and organization - United States |
ISBN |
1-5063-8454-4
1-5063-8455-2 1-5063-8453-6 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto | The PBIS champion model -- The what and why of a PBIS tier 2 system -- Getting started with category A- tier 2 PBIS markers -- Getting started with category B - tier 2 characteristics -- Getting started with category C- tier 2 goals and the work of the PBIS team -- Tier 2 lessons learned, case studies, and bringing it all together -- Next steps and tips for success. |
Record Nr. | UNINA-9910815093503321 |
Djabrayan Hannigan Jessica | ||
Thousand Oaks, California : , : Corwin, , [2018] | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
Positive behavior support in secondary schools [[electronic resource] ] : a practical guide / / Ellie L. Young, Paul Caldarella, Michael J. Richardson |
Autore | Young Ellie L |
Pubbl/distr/stampa | New York, : Guilford Press, 2011 |
Descrizione fisica | 1 online resource (179 p.) |
Disciplina | 373.11024 |
Altri autori (Persone) |
CaldarellaPaul
RichardsonMichael J |
Collana | The Guilford practical intervention in the schools series |
Soggetto topico |
School psychology - United States
Behavior modification - United States School children - United States - Discipline High school students - United States - Psychology Middle school students - United States - Psychology |
ISBN |
1-283-34046-1
9786613340467 1-4625-0524-4 1-60918-974-4 |
Classificazione | PSY006000EDU026000SOC025000EDU009000 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
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 |
Record Nr. | UNINA-9910781578603321 |
Young Ellie L | ||
New York, : Guilford Press, 2011 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
Positive behavior support in secondary schools : a practical guide / / Ellie L. Young, Paul Caldarella, Michael J. Richardson |
Autore | Young Ellie L |
Pubbl/distr/stampa | New York, : Guilford Press, 2011 |
Descrizione fisica | 1 online resource (179 p.) |
Disciplina | 373.1102/4 |
Altri autori (Persone) |
CaldarellaPaul
RichardsonMichael J |
Collana | The Guilford practical intervention in the schools series |
Soggetto topico |
School psychology - United States
Behavior modification - United States School children - United States - Discipline High school students - United States - Psychology Middle school students - United States - Psychology |
ISBN |
1-283-34046-1
9786613340467 1-4625-0524-4 1-60918-974-4 |
Classificazione | PSY006000EDU026000SOC025000EDU009000 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
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 |
Record Nr. | UNINA-9910812450903321 |
Young Ellie L | ||
New York, : Guilford Press, 2011 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|