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Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings - Book Cover
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Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings

By: Melissa A. Stormont, Tim Lewis, Rebecca Sue Beckner, Nanci W. Johnson

Learn how to teach and support appropriate behavior and build confidence in young children!

This easy-to-read resource presents the Programwide/Schoolwide Positive Behavioral Support (PW/SW-PBS) system, a preventive, research-based approach that helps educators teach classroom behavior skills the same way they teach academic skills. The authors outline the PW/SW-PBS model, describe the core practices, and provide case examples to aid implementation. Key features of this instruction-based system include:

  • Differing levels of intervention to meet individual student needs
  • Clearly stated behavioral expectations 
  • Consistent acknowledgment of students' mastery of expectations
  • Systematic use of consequences for problem behavior
Product Details
  • Grade Level: PreK-12
  • ISBN: 9781412940566
  • Published By: Corwin
  • Year: 2007
  • Page Count: 152
  • Publication date: November 28, 2007

Price: $31.95

Price: $31.95
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Description

Description

"The book's strengths are its practical information and the specific ways of looking at expectations and developing a common language. The forms included will be of great benefit to school teams."
—Susan Safarik, Supervisor, Department of Special Education
Lincoln Public Schools, NE

"Provides a lot of research and breaks down the processes for implementing positive behavior supports effectively in schools. Step-by-step directions, sample forms, and examples make the processes easy to incorporate and understand."
—Julia DeGarmo, Special Education Specialist
Columbus City Schools, OH

Learn how to teach and support appropriate behavior and build confidence in young children!

This easy-to-read resource presents the Programwide/Schoolwide Positive Behavioral Support (PW/SW-PBS) system, a preventive, research-based approach that helps educators teach classroom behavior skills the same way they teach academic skills. The authors outline the PW/SW-PBS model, describe the core practices, and provide case examples to aid implementation. Key features of this instruction-based system include:

  • Differing levels of intervention to meet individual student needs
  • Clearly stated behavioral expectations
  • Consistent acknowledgment of students' mastery of expectations
  • Systematic use of consequences for problem behavior

This user-friendly text makes the principles of PW/SW-PBS easy to apply for educators who are committed to helping young students establish positive behavioral habits that will make learning a joy for all.


Key features

  • Offers a positive and research-proven method of teaching appropriate behavior at the preschool and elementary levels.
  • Demonstrates the implementation of a schoolwide approach for teaching and supporting positive behavior
  • Easy to read and jargon free
  • Practical information and guidance on implementation
Author(s)

Author(s)

Melissa A. Stormont photo

Melissa A. Stormont

Dr. Melissa Stormont has been involved in special education and psychology for over 15 years. Dr. Stormont has worked to support children with behavioral problems as a teacher, behavioral consultant, and through teaching teachers and conducting research in higher education. Currently, Dr. Stormont is an Associate Professor in Special Education at the University of Missouri. Dr. Stormont has published extensive research related to the educational and social needs of young children who are vulnerable for failure including children with behavior problems, Attention Deficit Hyperactivity Disorder, and children who have limited resources due to poverty. Dr. Stormont’s research has included a focus on family and school factors that contribute to risk and resiliency. She has published over 30 articles and book chapters in these areas.

Tim Lewis photo

Tim Lewis

Dr. Timothy J. Lewis has been involved in special education for over 20 years. Dr. Lewis has taught students with emotional and behavioral disorders in high school, elementary, and self-contained psychiatric settings. At present, Dr. Lewis is Professor and Associate Dean for Research, Development, and Graduate Studies at the University of Missouri. Dr. Lewis has been involved with developing school-wide systems of behavioral support for over 15 years. He has worked directly with school teams around the world, secured several federal grants to support his research and demonstration efforts, and is a frequent contributor to the professional literature examining various aspects of Positive Behavior Support. His specialty areas include social skill instruction, functional assessment, and proactive school-wide discipline systems.

Rebecca Sue Beckner photo

Rebecca Sue Beckner

Rebecca S. Beckner is an early childhood behavior consultant with the public schools in Columbia, Missouri. She has been a family and individual counselor and owned a childcare center for ten years, specializing in the care of children with behavioral concerns. Becky currently participates in the evaluation of young children in the area of social/emotional/behavioral functioning and serves children with severe behavior problems and their families. She also facilitates several local Program-wide Positive Behavior Support teams in the public schools, Head Start, and community day cares. Becky has twenty years of experience consulting with teachers on behavior management and providing workshop and in-service training to teaching staff and parents on subjects such as Positive Behavior Supports, social skills, strategies for supporting children with significant behavioral difficulties, resiliency, and communicating with parents. Becky is a certified trainer of Program-wide Positive Behavior Support and has traveled throughout the country supporting teams as they implement the approach. She is also working on her dissertation at the University of Missouri (Special Education-Behavior Disorders) on implementing the PBS approach to improve at-risk behavior of preschool children, and is teaching courses on early childhood assessment and working with families.

Nanci W. Johnson photo

Nanci W. Johnson

Nanci Johnson is currently a Positive Behavior Support Facilitator for the Columbia Public Schools. She previously worked as part of the Missouri Positive Behavior Support initiative, collaborating to develop state training materials, conducting school based research and providing

consultation both in and out of the state. Nanci has taught parenting education, pre-school, kindergarten, first grade, as well as college level coursework. She has special interest in systems based school change, development of communities of practice to support effective instructional practices, and instructional leadership.

Table of Contents

Table of Contents

Preface


Acknowledgments


About the Authors


1. A Proactive Approach to Behavior Management

     The Importance of Understanding Students' Past Learning Experiences

     Recommendations From the Field

     Programwide/Schoolwide Positive Behavior Support

     Continuum of Supports and Key Features

     Support for PW/SW-PBS

     Summary

     Text Overview

2. Supporting Systems Change

     Creating a Statewide, Districtwide, or Programwide System

     Getting Started

     Building Capacity at the School/Program Level

     Summary

3. Team Leadership

     Forming a PW/SW-PBS Team

     Initial Planning Efforts

     Determining Priorities and Time Frames

     Assigning Roles and Running Effective Meetings

     Determining Data Collection Needs

     Professional Development

     Promoting PW/SW-PBS to Staff and Families

     Summary

4. Teach Behavioral Expectations

     Choose Behavior Expectations

     Determine Behaviors That Represent Expectations

     Develop Matrix to Support Common Language

     Teach Each Social Behavior

     Summary

5. Support Appropriate Behavior

     Strategies to Increase Use of Taught Behavioral Expectations

     Prompts/Cues

     Strategies to Build Fluency and Maintain Appropriate Behavior

     Summary

6. Corrective Consequences

     Defining and Consistently Responding to Problem Behavior

     Documentation of Problem Behavior

     Using Corrective Consequences

     Additional Considerations

     Determining Different Consequences for Unique Needs

     Summary

7. Data-Based Decision Making

     Designing a Plan for Data Collection

     SW-PBS Decision Making

     Summary

8. Building Foundations for Small-Group and Individual Supports

     Universals Firmly in Place

     Systems to Establish Small Group/Targeted Supports

     Small-Group/Targeted Strategies

     Intensive/Individual Student Supports

     Conclusion

References


Index


  • Review Often
  • Program/School-Wide Reinforcers
  • Verbal Feedback
  • Modify Setting Factors
  • Proximity
  • Prompts/Cues
Reviews

Reviews