Overview

This book is a how-to manual for school mental health professionals, educators, and administrators that discusses a series of steps that can be used to proactively manage and prevent many different types of behavioral problems in a positive manner. It incorporates both the high structure and high behavioral expectations that are crucial for school success, but also describes following this structure in such a way that students feel included, important, and respected. Rather than requiring the mental health providers to investigate the research themselves and come up with a behavioral problem solving model, this book includes step-by-step guides on how to implement school-wide and classroom-wide interventions in a response-to-intervention format. For those students who demonstrate more behavior problems, more intensive interventions are included to help alleviate those problems. The first section of the book discusses Tier I interventions and assessments designed to ensure that the school is effectively implementing a high quality, research-based behavioral management system. The next section covers Tier II interventions, those used for students who do not respond adequately to those of Tier I. These interventions are research-based, rigorous, and designed to address a broad range of behavior problems. Finally, the last section discusses Tier III interventions for students in need of highly individualized and intensive interventions to manage behavior problems.

Full Product Details

Author:   David Hulac (University of South Dakota, USA) ,  Joy Terrell (Recovery School District, Louisiana, USA) ,  Odell Vining (school psychologist, Georgia, USA) ,  Joshua Bernstein (Chatham University, Pennsylvania, USA)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Dimensions:   Width: 15.20cm , Height: 1.80cm , Length: 22.90cm
Weight:   0.400kg
ISBN:  

9780415875851

ISBN 10:   0415875854
Pages:   288
Publication Date:   05 October 2010
Audience:   College/higher education ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Mennuti, Foreword. Introduction to Positive Behavior Supports and Response to Intervention for Behavior. Building the School-based Problem-solving Team. Part I: Tier I. Understanding Positive Behavior Support. School-wide Prevention. Preventing Classroom Misbehaviors. Implementing a School-wide Token Economy. Making Office Discipline Referrals Work. Identifying School-wide Problems. Identifying Class-wide Problems. Part II: Tier II. Identifying Students for Tier II Interventions. Providing Interventions for Students at Tier II. Part III: Tier III. Understanding the Function of Behavior. Creating Individualized Behavior Plans. Appendix A: List of Forms. Appendix B: Intervention Coach Cards. Appendix C: Tracking Office Discipline Referrals Using Excel. Appendix D: Ways to Reward Kids. Appendix E: List of Inservice Topics.

Reviews

In this book, Hulac and colleagues offer a concise and user-friendly review of positive behavioral supports that can be easily implemented within every classroom. We believe their well defined procedures for the execution of intervention and their ready-to-use forms will be an invaluable resource for school-based practitioners, teachers, and administrators. - From the foreword by Rosemary B. Mennuti, and Ray W. Christner This work is going to find a home on every practitioner's desk!not the bookshelf, but the desk. Each chapter contains clearly described, practical procedures that inform the practitioner. Pages will be well-worn by anyone seeking to get better results in schools.a This is a very practical resource. - W. Alan Coulter, LSU Health Sciences Center, Louisiana, USA

In this book, Hulac and colleagues offer a concise and user-friendly review of positive behavioral supports that can be easily implemented within every classroom. We believe their well defined procedures for the execution of intervention and their ready-to-use forms will be an invaluable resource for school-based practitioners, teachers, and administrators. - From the foreword by Rosemary B. Mennuti, EdD, NCSP and Ray W. Christner, PsyD, NCSP This work is going to find a home on every practitioner's desk!not the bookshelf, but the desk.Each chapter contains clearly described, practical procedures that inform the practitioner. Pages will be well-worn by anyone seeking to get better results in schools.a This is a very practical resource. - W. Alan Coulter, Ph. D., Director, TIERS Group, LSU Health Sciences Center, New Orleans

"""In this book, Hulac and colleagues offer a concise and user-friendly review of positive behavioral supports that can be easily implemented within every classroom. We believe their well defined procedures for the execution of intervention and their ready-to-use forms will be an invaluable resource for school-based practitioners, teachers, and administrators."" - From the foreword by Rosemary B. Mennuti, and Ray W. Christner ""This work is going to find a home on every practitioner's desk!not the bookshelf, but the desk. Each chapter contains clearly described, practical procedures that inform the practitioner. Pages will be well-worn by anyone seeking to get better results in schools.a This is a very practical resource."" - W. Alan Coulter, LSU Health Sciences Center, Louisiana, USA"

Author Information

David Hulac, PhD, NCSP, is the program coordinator and an assistant professor for the school psychology program at the University of South Dakota. As well as working in a residential and day treatment setting, he has provided consultation services for local psychologists, the Colorado Department of Education, and the University of South Dakota Center for Disabilities. Joy Terrell, PhD, NCSP, is currently working as a school psychologist in the Recovery School District in New Orleans, Louisiana, and is responsible for ensuring implementation of a district wide response to intervention model and ensuring that schools’ policies and practices comply with special education guidelines. Odell Vining, PhD, NCSP, is currently employed as a school psychologist in Georgia and continues to have numerous state, regional, and national presentations on his academic and behavioral research. He has aided in the development and implementation of both Response-to-Intervention and Positive Support Models in districts in the Southeastern portion of the United States. Joshua Bernstein, PhD, NCSP, LPC, is an Assistant Professor in Chatham University’s counseling psychology program and a psychotherapist in private practice. His areas of expertise include child, adolescent and family focused psychotherapy and assessment. Over the course of the last twelve years he has trained and consulted with teachers, youth development professionals and administrators to create and improve youth development programs.

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