Classwide Positive Behavior Interventions and Supports: A Guide to Proactive Classroom Management

✍ Scribed by Brandi Simonsen, Diane Myers

• Publisher: Guilford Press
• Year: 2015
• Tongue: English
• Leaves: 258
• Series: Guilford Practical Intervention in the Schools
• Edition: 1
• Category: Library

✦ Synopsis

A vital classroom management resource, this book shows how to implement positive behavior interventions and supports (PBIS) in K-12 classrooms, regardless of whether PBIS is adopted schoolwide. The primary focus is universal (Tier 1) support for all students. Practical, step-by-step guidelines are provided for structuring the classroom environment, actively engaging students in instruction, teaching positive expectations, and establishing a continuum of strategies to reinforce positive behavior and respond to inappropriate behavior. Numerous real-world examples and learning exercises are included. In a convenient large-size format, the book includes reproducible tools for classwide PBIS planning and implementation. Purchasers get access to a Web page where they can download and print the reproducible materials. See also the authors' related guide for teacher trainers and coaches: Implementing Classwide PBIS: A Guide to Supporting Teachers. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

✦ Table of Contents

Cover
Half Title
The Guilford Practical Intervention in the Schools Series
Title
Dedication
Copyright
About the Authors
Acknowledgments
Contents
Chapter 1. Foundations of Classwide Positive Behavior Interventions and Supports
Chapter Objectives
Overview of Positive Behavior Interventions and Supports
PBIS Is a Prevention Framework
Critical Features of PBIS
Empirical Support for PBIS
Support for Tier 1
Support for Tier 2
Support for Tier 3
Theoretical Foundations of PBIS
Early Behavioral Foundations: Respondent and Operant Conditioning
Applied Behavior Analysis: Bringing the Science from the Lab to the Real World
Other Influences on PBIS
Phases of Learning
Acquisition
Fluency
Maintenance
Generalization
Overview of the Book
Part I. PBIS Foundations and Basic Principles
Part II. Classwide PBIS Practices
Part III. Additional Tiers of Support for Students
Summary
Phases of Learning Activities: Chapter 1
Acquisition
Fluency
Maintenance
Generalization
Part I. PBIS Foundations and Basic Principles
Chapter 2. Behavioral Principles at Work in PBIS
Chapter Objectives
Overview of Behavioral Principles: Why Should You Care?
ABCs of Behavior: The Three-Term (and Four-Term) Contingency
Types of Antecedents
Types of Consequences
Adding a Fourth Term: Setting Events
Behavioral Strategies Involved in Teaching
Prompting
Stimulus or Antecedent Control
Shaping
Chaining
Summary
Phases of Learning Activities: Chapter 2
Acquisition
Fluency
Maintenance
Generalization
Other Skill-BuildingExercises
Chapter 3. Tier 1 Schoolwide PBIS
Chapter Objectives
What Are Schoolwide Positive Behavior Interventions and Supports?
Why SWPBIS?
Elements of SWPBIS
Outcomes
Data: Supporting Decision Making
Systems: Supporting Staff Behavior
Practices: Supporting Student Behavior
Summary
Phases of Learning Activities: Chapter 3
Acquisition
Fluenc
Maintenance
Generalization
Chapter 4. Introduction to Classwide PBIS Focus on Outcomes, Data, and Systems
Chapter Objectives
Overview of Classwide Positive Behavior Interventions and Supports
Outcomes of CWPBIS
Data: Supporting Decision Making in CWPBIS
Operationally Defining Behavior
Identifying Relevant Dimensions of Behavior
Selecting or Designing a Measurement System
Summarizing and Graphing Data
Using Data to Guide Decision Making
Systems: Supporting Teachers’ Implementation of CWPBIS
Approaches to Supporting Teachers’ Implementation of CWPBIS
Overview of a Multi-Tiered Support Framework for CWPBIS
Practices: Brief Introduction to Part II
Summary
Phases of Learning Activities: Chapter 4
Acquisition
Fluency
Maintenance
Generalization
Other Skill-BuildingExercises
Part II. Classwide PBIS Practices
Chapter 5. Maximize Structure and Actively Engage Students during Instruction
Chapter Objectives
Overview of Structure and Actively Engaging Instruction
Maximize Structure in Your Classroom
Establish and Teach Classroom Routines
Arrange Your Classroom Environment to Promote Appropriate Behavior
Actively Engage Students in Instruction
Deliver High Rates of OTRs
Use a Variety of OTRs
Summary
Phases of Learning Activities: Chapter 5
Acquisition
Fluency
Maintenance
Generalization
Other Skill-BuildingExercises
Chapter 6. Establish and Teach Positively Stated Expectations
Chapter Objectives
Overview of Positively Stated Expectations
Select and Define Positively Stated Expectations for Your Classroom
Select CWPBIS Expectations
Define Expectations within Classroom Routines Using a Matrix
Develop a Plan for an Initial Rollout of CWPBIS Expectations
Determine Scope and Sequence
Plan for Student Involvement
Develop an Evaluation Plan
Identify Strategies to Promote and Recognize Skill Use
Plan for Maintenance and Generalization Throughout the School Year
Plan Periodic Reviews
Fade Prompts and Feedback to Promote Maintenance
Provide Additional Instruction and Support to Promote Generalization to New Context
Summary
Phases of Learning Activities: Chapter 6
Acquisition
Fluency
Maintenance
Generalization
Other Skill-Building Exercises
Chapter 7. Implement a Continuum of Strategies to Reinforce Appropriate Behavior
Chapter Objectives
Establishing a Continuum of Strategies to Reinforce Appropriate Behavior
Specific and Contingent Praise
Group Contingencies
Dependent Group Contingencies
Interdependent Group Contingencies
Independent Group Contingencies
The Good Behavior Game
Behavioral Contracting
Token Economies
Creating a Token Economy
Monitoring Your System
Other Considerations
Fading Support: Decision Rules
Summary
Phases of Learning Activities: Chapter 7
Acquisition
Fluency
Maintenance
Generalization
Other Skill-BuildingExercises
Chapter 8. Implement a Continuum of Strategies to Respond to Inappropriate Behavior
Chapter Objectives
Establishing a Continuum of Strategies to Respond to Inappropriate Behavior
Preventing Problem Behavior before It Occurs: Antecedent Modification
Specific and Contingent Error Correction
Differential Reinforcement
Differential Reinforcement of Lower Rates of Behavior
Differential Reinforcement of Other Behaviors
Differential Reinforcement of Alternative Behaviors
Planned Ignoring
Overcorrection
Response Cost
Time-Out from Reinforcement
Considerations When Responding to Problem Behavior
Summary
Phases of Learning Activities: Chapter 8
Acquisition
Fluency
Maintenance
Generalization
Other Skill-Building Exercises
Part III. Additional Tiers of Support for Students
Chapter 9. Overview of Tier 2 in Your School and Classroom
Chapter Objectives
What Are Tier 2 Interventions?
Empirically Supported Tier 2 Interventions
CICO in the Classroom
Outcomes for Classroom CICO
Data: Supporting Decision Making
Systems: Supporting Staff Behavior
Practices: Supporting Student Behavior
Considerations When Implementing Tier 2 Interventions
Summary
Case Study: Missy’s Classroom (True Story!)
Phases of Learning Activities: Chapter 9
Acquisition
Fluency
Maintenance
Generalization
Chapter 10. Overview of Tier 3 in Your School and Classroom
Chapter Objectives
What Are Tier 3 Interventions?
Systems: The Behavior Support Team
Data and Outcomes: Functional Behavioral Assessment
Wraparound and Person-Centered Planning
Tier 3 Supports in the Classroom
Summary
FBA and BSP Example
Functional Behavioral Assessment Report
Behavior Support Plan
Phases of Learning Activities: Chapter 10
Acquisition
Fluency
Maintenance
Generalization
Chapter 11. Conclusion: where Do We Go from Here?
Chapter Objectives
Saying Good-bye
What Have We Done?
What Have You Done?
Outcomes
Data
Practices
Systems
What Will You Do Next ?
Websites
Books
Building Relationships with Students
Thank You and a Parting Gift: A Checklist of Critical CWPBIS Practices
References
Index