1st Edition

Individualized Supports for Students with Problem Behaviors
Designing Positive Behavior Plans

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ISBN 9781593851187
Published April 19, 2005 by Guilford Press
400 Pages

USD $59.00

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Book Description

Practical and comprehensive, this book focuses on the nuts and bolts of designing positive behavior support plans for students with such disabilities as mental retardation, autism, learning disabilities, and emotional/behavioral disorders. Strategies are provided for addressing individual behavioral problems at all levels of severity. Filled with illustrative examples, the book shows how to conduct a functional assessment and develop an overall support plan, using a team-based approach. Of particular utility, chapters detail specific types of interventions that could be included in the plan: antecedent interventions, alternative skills training, responses to problem behavior, long-term supports, home-based strategies, and more. Featuring self-check questions to facilitate learning and problem solving, this is an invaluable classroom text and professional guide.

Table of Contents

1. Evolution of Positive Behavior Support, Linda M. Bambara
2. Understanding the Environmental Determinants of Problem Behaviors, Glen Dunlap, Joshua Harrower, and Lise Fox
3. Overview of the Behavior Support Process, Linda M. Bambara
4. Teaming, Linda M. Bambara, Stacy Nonnemacher, and Freya Koger
5. Strategies for Measuring Behavior Change, Raymond G. Miltenberger
6. Gathering Functional Assessment Information, Lee Kern, Robert E. O'Neill, and Kristin Starosta
7. Developing Hypothesis Statements, Lee Kern
8. Antecedent and Setting Event Interventions, Lee Kern and Shelley Clarke
9. Teaching Alternative Skills, James Halle, Linda M. Bambara, and Joe Reichle
10. Responding to Problem Behavior, Lee Kern
11. Long-Term Supports and Ongoing Evaluation, Tim Knoster and Don Kincaid
12. Extending Behavior Support in Home and Community Settings, Lynn Kern Koegel, Robert L. Koegel, Mendy Boettcher, and Lauren Brookman-Frazee
13. Schoolwide Positive Behavior Support: An Alternative Approach to Discipline in Schools, Robert H. Horner, George Sugai, Anne W. Todd, and Teri Lewis-Palmer

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"This exceptional book answers the question of how to be effective with students who have serious behavior challenges. Written by some of the leading practical thinkers and problem solvers in the field, this volume is the best source of ideas and strategies currently available for dealing with issues related to problem behavior in educational settings. If you own it, you'll use it--many times. Graduate and undergraduate students in either general or special education programs could use this book as a text in courses on classroom management or social/behavioral assessment. In addition, the book would be very useful in inservice training for education personnel."--Edward Carr, PhD, Department of Psychology, State University of New York at Stony Brook

"This is the first of a new generation of behavior management textbooks that contextualizes essential features of the science of behavior within meaningful environments, including classroom, school, home, and community. The text lays out the essential elements of creating effective positive behavior support plans in an easy-to-understand, step-by-step fashion that is appropriate for both special and general educators. What distinguishes this text from others currently available is the way it consistently emphasizes the importance of simultaneously teaching social behavior and building supportive environments to promote the use of targeted social skills. A great introductory behavior management text for preservice teachers or companion text for advanced graduate coursework."--Tim Lewis, PhD, Department of Special Education, University of Missouri

"This is a comprehensive handbook on the design of positive behavior supports. It is clearly written and filled with examples, and its content is linked to evidence-based strategies for addressing problem behavior. Practitioners will like this book because it coherently explains how to address problem behavior, and university instructors will like it because it does not oversimplify the complex process of designing positive behavior supports."--Martha E. Snell, PhD, Curry School of Education, University of Virginia