Synopses & Reviews
Aligned with the Association for Positive Behavior Support's Standards of Practice, this graduate-level text is an authoritative PBS primer for professionals preparing for work in educational and community-based settings. More than 60 leading scholars present the critical skills and knowledge professionals need to translate the principles and science of PBS into person-centered interventions that improve lives. Covering a broad range of ages, disabilities, and settings, this comprehensive textbook fully prepares professionals to support all people with challenging behavior, effectively and respectfully.
PREPARE PROFESSIONALS TO
- Use the foundations of PBS and applied behavior analysis (ABA) in everyday practice
- Conduct person-centered functional behavior assessments
- Select and design effective behavior interventions and curricular modifications
- Develop comprehensive, multielement PBS plans tailored to individual needs and goals
- Ensure fidelity of behavior-plan implementation
- Facilitate generalization and maintenance of behavior changes
PRACTICAL MATERIALS: Vignettes that illustrate effective approaches; online companion materials for instructors, including PowerPoints that enhance teaching and learning and study questions for discussion and reflection.
TOPICS COVERED:
- antecedent strategies
- consequence strategies
- functional behavior assessments
- person-centered planning teams
- data-based decision making
- single-subject research methodology
- systematic instruction
- self-determination
- quality of life
- visual supports
- partnering with families
- curricular modifications
- self-management strategies
- behavior assessment and data analysis
- systemic change
- culturally responsive PBS
- future directions for PBS
- and more!
Review
“The depth and breadth of this text is simply extraordinary! . . . This resource will be of great value to anyone interested in promoting the application of positive behavior support across home, school, and community settings.†Tim Knoster, Ed.D.
About the Author
Martin Agran, Ph.D., is a Professor of Special Education at the University of Northern Iowa. Prior to this, he was a Professor of Special Education at Utah State University. Dr. Agran taught high school students with moderate to severe disabilities, was a Fulbright Scholar in the Czech Republic, and served as a consultant and visiting professor at Herzen University of St. Petersburg University, Russia. Dr. Agran's principal research interests include the education of students with severe disabilities, self-determination, transition, and the preparation of teachers of students with significant instructional needs. He has directed several federally funded grants in these areas. He is the associate editor of Research and Practice in Persons with Severe Disabilities (formerly JASH). He is also on the editorial board of several professional journals, and he is the co-editor, along with Dr. Michael L. Wehmeyer, of the American Association on Mental Retardation's research-to-practice publication, Innovations. He has published extensively in the professional literature and is the author of several books, including Teaching Self-Determination to Students with Disabilities: Basic Skills for Transition with Michael L. Wehmeyer and Carolyn Hughes (Paul H. Brookes Publishing Co., 1998), Teaching Problem Solving to Students with Mental Retardation with Michael L. Wehmeyer (American Association on Mental Retardation, 1999), and Student-Directed Learning: Teaching Self-Determination Skills (Brooks/Cole, 1997).
Richard W. Albin, Ph.D., is Associate Professor of Educational and Community Supports in the College of Education at the University of Oregon.
Linda M. Bambara, Ed.D., is a professor and program director of special education at Lehigh University where she also directed two university field-based programs serving adults and transition-age youth with developmental disabilities and autism to participate in inclusive community settings. She has been involved with individuals with disabilities for over 35 years as a teacher, teacher trainer, advocate, researcher, and director of research and training projects. As a productive author, she has published numerous books, chapters and articles, including three additional books on positive behavior support. She has served on national boards of professional organizations such as TASH, The Association for Positive Behavior Support, and the editorial boards of six journals. She is former Editor-In-Chief of Research and Practice for Persons with Severe Disabilities.
Diane M. Browder, Ph.D., is Snyder Distinguished Professor and doctoral coordinator of Special Education at the University of North Carolina at Charlotte. Dr. Browder has more than 2 decades of experience with research and writing on assessment and instruction of students with severe disabilities. Recently, she has focused on alternate assessment and linking assessment and instruction to the general curriculum. She is Principal Investigator for an Institute of Education Sciences—funded center with a focus on teaching students with moderate and severe disabilities to read. She is a partner in the National Center on Alternate Assessment and Principal Investigator for Office of Special Education Programs—funded projects on access to the general curriculum.
Fredda Brown, Ph.D., is an affiliate of the Institute of Professional Practice in New Haven, Connecticut. Her work focuses on issues and practices for individuals with challenging behavior, with a specific focus on the relationship between challenging behavior, quality of life, and self-determination. Dr. Brown has published many articles and chapters in the area of severe disabilities and was co-editor with Donna Lehr of the book Persons with Profound Disabilities: Issues and Practices (Paul H. Brook
Table of Contents
About the Reproducible Materials
About the Editors
Contributors
Foreword Ann Turnbull
Preface
Acknowledgments
I Foundations of Positive Behavior Support
- A Historical Perspective on the Evolution of Positive Behavior Support as a Science-Based Discipline
Joseph M. Lucyshyn, Glen Dunlap, and Rachel Freeman
- Foundational Assumptions About Challenging Behavior and Behavioral Interventions
Jacki Anderson and Fredda Brown
- Effective Teaming for Positive Behavior Support
Linda M. Bambara and Catherine Kunsch
- Person-Centered Planning Teams
Jennifer McFarland-Whisman
- Supporting Individuals with Challenging Behavior Through Systemic Change
Randall De Pry, Kavita V. Kamat, and Richard Stock
II Basic Principles of Behavior- Applied Behavior Analysis as a Conceptual Framework for Understanding Positive Behavior Support
Teri Lewis
- Antecedent Strategies to Change Behavior
Sheldon L. Loman and Amanda K. Stanford
- Consequence Strategies to Change Behavior
Chris Borgmeier and Billie Jo Rodriguez
- Facilitating Generalization and Maintenance of Behavior Change
Jeffrey Sprague
- Defining, Measuring, and Graphing Behavior
Matt Tincani and Elizabeth R. Lorah
- Single-Case Designs and Data-Based Decision Making
John McDonnell, Robert E. O’Neill, and Breda V. O’Keeffe
- Systematic Instruction
Angel Lee, Leah Wood, and Diane M. Browder
III Comprehensive Function-Based and Person-Centered Assessments- Integrating and Building on Best Practices in Person-Centered Planning, Wraparound, and Positive Behavior Support to Enhance Quality of Life
Rachel Freeman, Matt Enyart, Kelcey Schmitz, Pat Kimbrough, Kris Matthews, and Lori Newcomer
- Conducting Functional Behavior Assessments
Robert E. O’Neill, Leanne S. Hawken, and Kaitlin Bundock - Using Functional Behavioral Assessment Data
Lee Kern and Beth Custer
- Conducting Functional Analyses of Behavior
David P. Wacker, Wendy K. Berg, Brenda J. Bassingthwaite, Todd G. Kopelman, Kelly M. Schieltz, Yaniz C. Padilla Dalmau, Scott D. Lindgren, and John F. Lee
IV Function-Driven Interventions- Strategies to Promote Self-Determination
Michael L. Wehmeyer
- Strategies for Self-Management
Martin Agran
- Visual Supports as Antecedent and Teaching Interventions
Pat Mirenda and Brenda Fossett
- Curricular Modification, Positive Behavior Support, and Change
Ann Halvorsen and Tom Neary, with contributions by Deanna Willson-Schafer and Mary Wrenn
- Strategies for Functional Communication Training
V. Mark Durand
V Comprehensive Multielement Positive Behavior Support Plans- Building Supportive Environments: Toward a Technology for Enhancing Fidelity of Implementation
Kent McIntosh, Joseph M. Lucyshyn, M. Kathleen Strickland-Cohen, and Robert H. Horner
- Implementing Multielement Positive Behavior Support Plans
Meme Hieneman and Glen Dunlap
- Cultural and Contextual Fit: Juan's Family as Active Team Members
Bobbie J. Vaughn and Lise K. Fox
- Developing a Multielement Behavior Support Plan for a Middle School Student from a Diverse Background with Significant Behavioral Challenges
Randall L. De Pry and Julie Esparza-Brown
- Application of a Multielement Positive Behavior Interventions and Supports Plan for Alie, an Elementary Student with Intellectual Disabilities
Richard W. Albin an