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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

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August 2013 | 152 pages | Corwin
Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings provides the information preschool and elementary teachers and administrators need to understand schoolwide positive behavior support (SW-PBS) systems and what it takes to implement this type of system in their schools.

Schoolwide positive behavior support is a prevention-based approach for teaching and supporting appropriate behavior in all children. The book assists educators in applying this system by presenting the foundational principles of SW-PBS and effective core practices, as well as extensive research underlying this approach.

Beginning with a discussion of the foundational principals in Part One of the book, the author describes each core practice and includes figures, tables, and case examples illustrating how schools can implement each specific practice. Providing clarification on the required administrator and staff training, the book also outlines the commitment, funding, and leadership necessary for effective implementation and illustrates throughout the positive results of schoolwide positive behavior support for individuals and schools.

 
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

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Melissa A. Stormont

Dr. Melissa Stormont has been involved in special education and psychology for over 15 years. Dr. Stormont has worked to support children with behavioral problems as a teacher, behavioral consultant, and through teaching teachers and conducting research in higher education. Currently, Dr. Stormont is an Associate Professor in Special Education at the University of Missouri. Dr. Stormont has published extensive research related to the educational and social needs of young children who are vulnerable for failure including children with behavior problems, Attention Deficit Hyperactivity Disorder, and children who have limited resources due to... More About Author

Tim Lewis

Dr. Timothy J. Lewis has been involved in special education for over 20 years. Dr. Lewis has taught students with emotional and behavioral disorders in high school, elementary, and self-contained psychiatric settings. At present, Dr. Lewis is Professor and Associate Dean for Research, Development, and Graduate Studies at the University of Missouri. Dr. Lewis has been involved with developing school-wide systems of behavioral support for over 15 years. He has worked directly with school teams around the world, secured several federal grants to support his research and demonstration efforts, and is a frequent contributor to the professional... More About Author

Rebecca Sue Beckner

Rebecca S. Beckner is an early childhood behavior consultant with the public schools in Columbia, Missouri. She has been a family and individual counselor and owned a childcare center for ten years, specializing in the care of children with behavioral concerns. Becky currently participates in the evaluation of young children in the area of social/emotional/behavioral functioning and serves children with severe behavior problems and their families. She also facilitates several local Program-wide Positive Behavior Support teams in the public schools, Head Start, and community day cares. Becky has twenty years of experience consulting with... More About Author

Nanci W. Johnson

Nanci Johnson is currently a Positive Behavior Support Facilitator for the Columbia Public Schools. She previously worked as part of the Missouri Positive Behavior Support initiative, collaborating to develop state training materials, conducting school based research and providingconsultation both in and out of the state. Nanci has taught parenting education, pre-school, kindergarten, first grade, as well as college level coursework. She has special interest in systems based school change, development of communities of practice to support effective instructional practices, and instructional leadership. More About Author

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ISBN: 9781412940566
$28.95