Implementing Classwide PBIS A Guide to Supporting Teachers

Filling a vital need, this is the first comprehensive guide to supporting K-12 teachers in effective implementation of classwide positive behavioral interventions and supports (CWPBIS). The book presents a roadmap for designing and delivering professional development based on behavioral principles. Procedures are outlined for providing data-driven CWPBIS training and coaching that is responsive to the needs of each teacher. User-friendly features include illustrative case studies, learning questions and exercises at the end of each chapter, and reproducible training tools. The large-size format facilitates photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials. See also the authors' related teacher/practitioner resource: Classwide Positive Behavior Interventions and Supports: A Guide to Proactive Classroom Management. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

I. Supporting Teachers Implementation of CWPBIS: Foundations and Basic Principles 1. Foundations of CWPBIS 2. Behavioral Principles That Impact Adult Behavior Changes 3. Overview of Implementation Supports for Teachers II. Empirically Supported Strategies to Support Teachers CWPBIS Implementation 4. A Road Map to Building Systems of Support for Teachers 5. Designing Effective Training Activities for CWPBIS 6. Coaching to Support Teachers Implementation of CWPBIS III. Data-Based Decision Making to Support Teachers CWPBIS Implementation 7. Data Collection Systems and Performance Feedback 8. Differentiated Supports for Teachers

Diane Myers, PhD, is Senior Vice President of Special Education for Specialized Education Services, Inc. Her prior academic appointments include serving as Professor of Special Education and Chair of the Department of Teacher Education at Texas Womans University. Dr. Myerss research interests include implementing positive behavioral interventions and supports at the school, classroom, and individual student levels; teacher training and professional development; classroom management; and supporting students with challenging behavior. The author of numerous journal articles and book chapters, she is coauthor of Classwide Positive Behavior Interventions and Supports: A Guide to Proactive Classroom Management and Implementing Classwide PBIS: A Guide to Supporting Teachers. Brandi Simonsen, PhD, is Professor in the Department of Educational Psychology and Co-Director of the Center for Behavioral Education and Research at the University of Connecticut. She is Co-Director of the Technical Assistance Center on Positive Behavior Interventions and Supports, Co-Principal Investigator of the Multi-Tiered Systems of Supports Research Network, and Senior Advisor to the National Center on Intensive Intervention. Dr. Simonsen's primary interests include Tier 1 schoolwide PBIS in alternative settings, classwide PBIS, and more intensive supports for students with challenging behavior. The author of numerous journal articles and book chapters, she is coauthor of Classwide Positive Behavior Interventions and Supports: A Guide to Proactive Classroom Management and Implementing Classwide PBIS: A Guide to Supporting Teachers. Jennifer Freeman, PhD, is Associate Professor in the Department of Educational Psychology and a Research Scientist at the Center for Behavioral Education and Research at the University of Connecticut. She is a recipient of the Ted Carr Initial Researcher Award from the Association for Positive Behavior Support. Dr. Freeman studies the effects of PBIS on outcomes at the high school level for high-risk student groups, including students with disabilities. She is particularly interested in improving graduation rates across and within student groups. She also studies professional development methods for improving teachers' use of evidence-based classroom management strategies. She has authored numerous journal articles and book chapters.