This Second Edition of the handbook reflects the expanding growth and sophistication in research on positive behavior support (PBS). It synthesizes a large body of related research and is organized around school, district, and statewide multitiered systems of support logic that is widely prevalent in the field. The handbook organizes chapters into a powerful, dynamic knowledge base that covers theory, research, and applications. In addition, it offers a set of foundational chapters as well as addresses future directions in research and practice.

Key areas of coverage include:

• Foundations and essential features of PBS.
• Implementation of PBS across K-12 educational settings.
• Program implementation (e.g., early childhood and alternative settings).

• Capacity building using PBS.
  The Handbook of Positive Behavior Support , Second Edition, a must-have resource for researchers, professors, and graduate students as wellas clinicians, therapists, and other professionals and practitioners in developmental, clinical child, and school psychology, social work, public health, child and adolescent psychiatry, family studies, pediatrics, and all related disciplines.

  Examines the foundations and essential features of positive behavior support (PBS) in the classroom Explores PBS implementation across K-12, early childhood, and alternative educational and community settings Describes capacity building using PBS and positive behavioral Interventions and supports (PBIS)

  Autorentext

Timothy J. Lewis, Ph.D., has been involved in special education for 40 years. Dr. Lewis has taught students with emotional and behavioral disorders in high school, elementary, and self-contained psychiatric settings. He is a Curators' Distinguished Professor of Special Education at the University of Missouri. Dr. Lewis has been involved with developing schoolwide systems of behavioral support for more than 30 years. He has worked directly with school teams around the world, secured more than $110 million in grants to support his research and demonstration efforts, and is a frequent contributor to the professional literature examining various aspects of positive behavior support (PBS). Dr. Lewis directs the University of Missouri Center for School-wide Positive Behavior Support, is Senior Advisor to the national OSEP Center for Positive Behavioral Interventions and Supports and former Co-Director of the Center for Adolescent Research in Schools.

Brandi Simonsen, Ph.D., is a professor of Special Education in the Neag School of Education at the University of Connecticut. She is also a Co-Director of the Center on Positive Behavioral Interventions and Supports and a Co-Facilitator of the Center's workgroups focused on supporting students with disabilities and classroom settings. Dr. Simonsen's scholarship focuses on supporting educators' implementation of PBIS/MTSS across a continuum of settings. She has collaboratively published more than 70 peer-reviewed articles, 2 books, and 70 chapters or other publications. Dr. Simonsen has also secured more than $70 million in external funding to support scholarship, technical assistance, and dissemination efforts.

Kent McIntosh, Ph.D., is the Philip H. Knight Chair of Special Education at the University of Oregon and Director of Educational and Community Supports, a research unit in the College of Education. His current research focuses on implementation and sustainability of school-based interventions, increasing racial equity in school discipline, and integrated academic and behavior support. He is lead author of more than 100 peer-reviewed journal articles, presenter of more than 50 keynote addresses, and principal or co-investigator of more than $70 million in federal grant funding. He is Co-Director of the Center on Positive Behavioral Interventions and Supports and co-facilitator of the Center's Equity and Belonging Workgroup as well as a founding member of the PBIS-SCP Canada Network.

Heather Peshak George, Ph.D., is a Professor in the College of Behavioral and Community Sciences at the University of South Florida and Director of the Florida Center for Inclusive Communities, a University Center for Excellence in Developmental Disabilities. She is Co-Director of the National Center on Positive Behavioral Interventions and Supports (PBIS) and the statewide Florida PBIS Project, and Co-Facilitator of the Center's District/State, Tier 1, and Under-Resourced Settings Workgroups. She is also the past-president of the International Association for Positive Behavioral Support, served in various positions on the Board of Directors, and co-facilitates the PBIS State Leaders Network. Her scholarship focuses on supporting systems implementation of PBIS practices across a continuum of settings. She has co-published more than 135 articles, chapters, and other products, delivered over 470 presentations, provided support across several countries, and secured over $100 million in external funding.

Inhalt

Part I . FOUNDATIONAL AND CORE FEATURES.- Chapter 1. Science, Values, Systems, and Data: The Historical Foundations of PBS and PBIS.- Chapter 2. Core Features and Essential Elements.- Chapter 3. Prevention Frameworks: The Path from Public Health to Multi-Tiered System of Support.- Chapter 4. Using Implementation Science to Bridge the Gap between Research and Practice in Positive Behavior Support and Positive Behavioral Interventions and Supports.- Chapter 5. Equity, Inclusion, and Belonging - Key Principles of Positive Behavior Support.- Chapter 6. Exploring the Role of Special Education in Positive Behavioral Interventions and Supports.- Part II . K-12 IMPLEMENTATION.- Chapter 7. Schoolwide Positive Behavioral Interventions and Supports.- Chapter 8. District-Level PBIS: Implementation Logic and Current Research Trends.- Chapter 9. Supporting School and District Positive Behavior Support Implementation through State Agencies.- Chapter 10. Classroom Positive Behavioral Interventions and Supports (PBIS).- Chapter 11. High School Implementation of Positive Behavioral Interventions and Supports.- Part III . PROGRAM IMPLEMENTATION.- Chapter 12. Implementing Positive Behavior Support in Early Childhood Settings.- Chapter 13. Positive Behavioral Interventions and Supports in Self-Contained Special Education and Alternative Education Settings.- Chapter 14. Positive Behavioral Interventions and Supports in Juvenile Correctional Facilities.- Chapter 15. Positive Behavior Support in Gerontology.- Part IV . CAPACITY BUILDING.- Chapter 16. Increasing Implementation Fidelity through Evidence-Based Professional Development, Coaching, and Technical Assistance.- Chapter 17. Culturally Responsive Positive Behavior Intervention and Supports Across Tiers 1, 2, and 3.- Chapter 18. Preparing The Next Generation of Educators to Implement Classroom Positive Behavioral Interventions and Supports.- Chapter 19. Aligning and Integrating Positive Behavior Intervention and Support (PBIS) Within and Across Initiatives.- Chapter 20. Statewide Capacity Building and Coordination of Positive Behavior Support for Families and Communities Across the Lifespan.- Chapter 21. Integrating Mental Health and Positive Behavioral Interventions and Supports (PBIS): Expanding Utilization of PBIS to Invest in a Holistic Approach.- Chapter 22. Increasing the Sustainability of Positive Behavioral Interventions and Supports .- Part V. NEW DIRECTIONS.- Chapter 23. Including Family Voice in Positive Behavior Support.- Chapter 24. Measuring the Impact of PBIS through Multiple Metrics:Mapping Outcomes to Cost Savings.- Chapter 25. Promoting Student Voice in Positive Behavioral Interventions and Supports .- Chapter 26. Using a PBIS Framework to Support Crisis Recovery.- Chapter 27. International Application of School-wide Positive Behavioral Interventions and Supports.