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Building Positive Behavior Support Systems in Schools

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Building Positive Behavior Support Systems in Schools Cover

 

Synopses & Reviews

Book News Annotation:

A conceptual model is outlined and practical tools for addressing problem behavior are described here. The book shows how to develop and implement individual behavior support plans, giving particular attention to the organizational and team-based structures needed to effect change. Procedures are outlined for evaluating needs, transforming assessments into interventions, and meeting federal mandates. Reproducible forms are included. Crone teaches psychology and Horner teaches special education at the University of Oregon. Annotation (c)2003 Book News, Inc., Portland, OR (booknews.com)

Synopsis:

This indispensable volume presents an up-to-date conceptual model and practical tools for meeting the challenges of severe problem behavior in elementary and middle-school settings. The focus is on developing and implementing team-based support plans for the 1-5% of students who require intensive, individualized behavioral assessment and intervention. Outlined are field-tested procedures that enable the practitioner to evaluate student needs using functional behavioral assessment; transform assessment results into practical, function-based interventions; develop school-wide systems that support the assessment and intervention process; establish clear roles for leaders and members of behavior support teams; and work collaboratively with administrators, teachers, students, and parents. A much-needed resource and text, the book features illustrative case examples, figures, and charts. Also included are reproducible assessment instruments, parent and teacher forms, sample meeting agendas, and other useful materials.

Note: A less intensive, prevention-oriented intervention for students with moderate problem behavior is presented in the complementary volume, Responding to Problem Behavior in Schools.

About the Author

Deanne A. Crone, PhD, is Assistant Professor of School Psychology at the University of Oregon.

 

Robert H. Horner, PhD, is Professor of Special Education at the University of Oregon and director of Educational Community Supports (ECS), a College of Education research unit.

Table of Contents

I. Using Functional Behavioral Assessment in Schools: Contexts and Challenges

1. Functional Behavioral Assessment in Schools: The Current Context

2. Changing the Way We Think about Assessment and Intervention for Problem Behavior

II. Embedding Functional Behavioral Assessment within School Systems: Case Examples

3. Conducting a Functional Behavioral Assessment

4. Designing a Behavior Support Plan

5. Evaluating and Modifying the Behavior Support Plan

III. Using Functional Behavioral Assessment within School Systems:

Questions and Considerations

6. Who Will Be Involved in the Behavior Support Team and What Is Needed from Each Person?

7. How Do You Get the Behavior Support Team to Work Together as a Team?

8. How Do You Generate within-Building Capacity for FBA on the Behavior Support Team?

Appendices

Appendix A Request for Assistance Form

Appendix B Functional Behavioral Assessment-Behavior Support Plan Protocol (F-BSP Protocol)

Appendix C Functional Assessment Checklist for Teachers and Staff (FACTS)

Appendix D Student-Guided Functional Assessment Interview (Primary)

Appendix E Assessing Activity Routines Form

Appendix F Brief Functional Assessment Interview Form

Appendix G Functional Behavioral Assessment Observation Form

Appendix H Functional Assessment Observation Form

Appendix I A Checklist for Assessing the Quality of Behavior Support Planning: Does the Plan (or Planning Process) Have These Features?

References

Index

Product Details

ISBN:
9781572308183
Author:
Crone, Deanne A.
Publisher:
Guilford Publications
Author:
Horner, Robert H.
Author:
Horner, Robert
Location:
New York
Subject:
Education
Subject:
Experimental Methods
Subject:
Educational Psychology
Subject:
Child Psychology
Subject:
Behavior modification
Subject:
Behavior Management
Subject:
Problem children
Subject:
Psychotherapy - Child & Adolescent
Subject:
Problem children -- Education -- United States.
Subject:
Behavior modification -- United States.
Subject:
Education-General
Copyright:
Edition Description:
Trade Paper
Series Volume:
no. 14
Publication Date:
20030131
Binding:
TRADE PAPER
Grade Level:
Professional and scholarly
Language:
English
Illustrations:
Yes
Pages:
171
Dimensions:
10 x 7 in

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Related Subjects

Education » Classroom Resources
Education » General
Education » Special Education
Health and Self-Help » Child Psychology » General
Health and Self-Help » Health and Medicine » General Medicine
Health and Self-Help » Psychology » Child Psychology

Building Positive Behavior Support Systems in Schools New Trade Paper
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Product details 171 pages Guilford Publications - English 9781572308183 Reviews:
"Synopsis" by ,
This indispensable volume presents an up-to-date conceptual model and practical tools for meeting the challenges of severe problem behavior in elementary and middle-school settings. The focus is on developing and implementing team-based support plans for the 1-5% of students who require intensive, individualized behavioral assessment and intervention. Outlined are field-tested procedures that enable the practitioner to evaluate student needs using functional behavioral assessment; transform assessment results into practical, function-based interventions; develop school-wide systems that support the assessment and intervention process; establish clear roles for leaders and members of behavior support teams; and work collaboratively with administrators, teachers, students, and parents. A much-needed resource and text, the book features illustrative case examples, figures, and charts. Also included are reproducible assessment instruments, parent and teacher forms, sample meeting agendas, and other useful materials.

Note: A less intensive, prevention-oriented intervention for students with moderate problem behavior is presented in the complementary volume, Responding to Problem Behavior in Schools.

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