Autorentext

Kathleen Lynne Lane, PhD, BCBA-D, is a Roy A. Roberts Distinguished Professor in the Department of Special Education and Associate Vice Chancellor for Research at the University of Kansas. She is a former general and special education teacher and behavior specialist. Dr. Lane's research interests focus on designing, implementing, and evaluating comprehensive, integrated, three-tiered (Ci3T) models of prevention to prevent the development of learning, behavior, and social and emotional well-being challenges and respond to existing instances, with an emphasis on systematic screening. She is coeditor of Remedial and Special Education and has published numerous books and over 300 refereed journal articles and book chapters. Dr. Lane's website is ci3t.org.

Holly Mariah Menzies, PhD, is Professor Emeritus at California State University, Los Angeles. Early in her career, she was a teacher in public schools and taught both elementary and middle school students in general and special education. She has provided staff development in the areas of assessment, language arts, and schoolwide positive behavior support. Her scholarly interests include inclusive education and the role of reform in curricular practices. Dr. Menzies is coauthor (with Kathleen Lynne Lane and associates) of several books.

Allison L. Bruhn, PhD, is Professor of Special Education at the University of Iowa, Executive Director of the Scanlan Center for School Mental Health, and Co-Director of the METRICS National Technical Assistance Center for supporting school mental health. A former middle school teacher, she is an associate editor of Journal of Positive Behavior Interventions and the developer of three mobile apps. Dr. Bruhn's work focuses on designing, implementing, and evaluating interventions and assessments to improve outcomes for students with and at risk for emotional and behavioral disorders and the teachers who serve them. She is committed to bridging the research to practice gap by engaging educational stakeholders in relationship building, effective professional development, and collaborative research design and dissemination.

Mary Crnobori, PhD, is District Coordinator of Trauma-Informed Schools and Advocacy Centers for Metro Nashville Public Schools. She has extensive experience with systems-level leadership and innovation, workforce development, and implementation of evidence-based practices to support social emotional and behavioral health within multi-tiered systems of support. Early in her career, Dr. Crnobori served as a special education teacher and behavior analyst, and today she dedicates her work to equipping educators and stakeholders in the lives of children with the awareness and strategies they need to promote more trauma-informed school environments.

Klappentext

Now in a fully revised second edition, this acclaimed, highly practical book reviews the breadth of proven strategies for preventing and responding to problem behavior in grades K-12 classrooms. Meeting the needs of real-world practitioners, the expert authors address all three tiers of intervention within a Comprehensive, Integrated, Three-Tiered (Ci3T) Models of Prevention. Educators are guided to implement effective instructional and classroom management practices to meet students' learning, behavioral, and social and emotional well-being needs (Tier 1). Chapters also describe more intensive interventions for students who need more than Tier 1 efforts have to offer (Tiers 2 and 3 interventions). In a convenient large-size format, the volume includes more than a dozen reproducible and downloadable forms.

New to This Edition

• Updated conceptual framework reflecting the ongoing development of the authors' Ci3T Models of Prevention.
• Chapter on direct behavior ratings.
• Chapter on building a professional learning plan.

• Boxed "Reflections and Tips for Success" from practitioners in every chapter.

  Inhalt

  I. Preventing Behavior Problems from Occurring

  1. Preventing and Responding to Challenges: Setting the Stage for Success!
  2. Instructional Delivery
  3. Classroom Management
  4. Teacher Behaviors and Low-Intensity Strategies
     II. Responding When Students Need More Than Tier 1 Has to Offer
  5. Behavior Contracts
  6. Self-Monitoring
  7. Direct Behavior Ratings
  8. Functional Assessment-Based Interventions
     III. Data-Informed Decision-Making Efforts: Planning for Professional Learning
  9. Building Your Professional Learning Plan: Moving Forward
     References
     Index