Handbook of Positive Behavior Support

by Sailor, Wayne; Dunlap, Glen, Ph.D.; Sugai, George; Horner, Rob

• ISBN13: 9780387096315
• ISBN10: 0387096310
• Edition: 1st
• Format: Hardcover
• Copyright: 2008-11-04
• Publisher: Springer Verlag

Summary

A revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behavior to reinforcing desired, positive behaviors of children in the classroom. With its foundation in applied behavior analysis (ABA), positive behavior support (PBS) is a social ecology approach that continues to play an increasingly integral role in public education as well as mental health and social services nationwide.

Author Biography

George Sugai, Ph.D., is Carole J. Neag Endowed Professor in Special Education in the Neag School of Education at the University of Connecticut, with expertise in behavior analysis, classroom and behavior management, schoolwide discipline, function-based behavior support, positive behavior support, and educating students with emotional and behavioral disorders. He has been a teacher in the public schools, treatment director in a residential program, and program administrator. Dr. Sugai conducts applied school and classroom research and works with schools to translate research into practice. He is currently codirector of the Center on Positive Behavioral Interventions and Supports at the University of Connecticut and University of Oregon.Rob Horner, Ph.D., is professor of special education at the University of Oregon. Dr. Horner brings a 25-year history of research, grants management, and systems change efforts related to school reform and positive behavior support. Dr. Horner has published more than 150 professional papers and 6 texts. He has directed more than $20 million dollars in federal grants, and currently codirects the OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports and the OSEP Research and Demonstration Center on Schoolwide Behavior Support. Dr. Horner also codirects the Positive Behavior Research and Support research unit at the University of Oregon. During the past 10 years Dr. Horner has directed projects working directly with schools and school administrators in the development of systems for embedding schoolwide systems of positive behavior support.Glen Dunlap, Ph.D., is a research professor in the Division of Applied Research and Educational Support at the University of South Florida, where he works on several research, training, and demonstration projects in the areas of positive behavior support, child protection, early intervention, developmental disabilities and family support. Dr. Dunlap has been involved with individuals with disabilities for more than 30 years and has served as a teacher, administrator, researcher, and university faculty member. He has directed numerous research and training projects and has been awarded dozens of federal and state grants to pursue this work. He has authored more than 175 articles and book chapters, coedited four books, and served on 15 editorial boards. Dr. Dunlapwas a founding editor of the Journal of Positive Behavior Interventions and was recently named the editor of Topics in Early Childhood Special Education. In 2005, he moved to Reno, Nevada, where he continues to work on research and training projects as a member of the faculty at the University of South Florida.Wayne Sailor, Ph.D., is a Professor in the Department of Special Education, School of Education, University of Kansas; a Senior Scientist with the Beach Center on Disability, Life Span Institute, University of Kansas; and a Courtesy Professor with the Department of Applied Behavioral Science, University of Kansas. Dr. Sailor's focus of interests are full integration of students with severe disabilities through school restructuring processes; and service integration strategies for health, social, and educational services for all children at the school site. He has done extensive research on schoolwide applications of positive behavior support and, in particular, uses of empowerment evaluation in whole school reform. His most recent research is focused on a structural school reform model call the schoolwide applications model (SAM), which is being field tested in the Ravenswood City School District, East Palo Alto, California, and in the New Orleans, Louisiana Recovery School District.

Table of Contents

Foreword	p. v
Introduction
Overview and History of Positive Behavior Support	p. 3
The Intellectual Roots of Positive Behavior Support and Their Implications for Its Development	p. 17
Early Childhood, Family, and Community
Positive Behavior Support and Early Intervention	p. 49
Toward an Ecological Unit of Analysis in Behavioral Assessment and Intervention With Families of Children With Developmental Disabilities	p. 73
Positive Behavior Support and Early Intervention for Young Children With Autism: Case Studies on the Efficacy of Proactive Treatment of Problem Behavior	p. 107
Integrating a Positive Behavior Support Approach Within Head Start	p. 125
Empirically Supported Intervention Practices for Autism Spectrum Disorders in School and Community Settings: Issues and Practices	p. 149
A Programwide Model for Supporting Social Emotional Development and Addressing Challenging Behavior in Early Childhood Settings	p. 177
Integrating PBS, Mental Health Services, and Family-Driven Care	p. 203
Optimistic Parenting: Hope and Help for Parents With Challenging Children	p. 233
Families Facing Extraordinary Challenges in Urban Communities: Systems-Level Application of Positive Behavior Support	p. 257
Delivering Behavior Support in the Foster Care System	p. 279
Schoolwide
Defining and Describing Schoolwide Positive Behavior Support	p. 307
Sustainability of Systems-Level Evidence-Based Practices in Schools: Current Knowledge and Future Directions	p. 327
Increasing Family Participation Through Schoolwide Positive Behavior Supports	p. 353
Primary-Tier Interventions and Supports	p. 375
Secondary-Tier Interventions and Supports	p. 395
Function-Based Supports for Individual Students in School Settings	p. 421
Implementation of Schoolwide Positive Behavior Support in Urban Settings	p. 443
Positive Behavior Support in Alternative Education, Community-Based Mental Health, and Juvenile Justice Settings	p. 465
Behavior Supports in Nonclassroom Settings	p. 497
Facilitating Academic Achievement Through Schoolwide Positive Behavior Support	p. 521
Using a Problem-Solving Model to Enhance Data-Based Decision Making in Schools	p. 551
Finding a Direction for High School Positive Behavior Support	p. 581
Systems Change and the Complementary Roles of In-Service and Preservice Training in Schoolwide Positive Behavior Support	p. 603
New Directions
Sustaining Positive Behavior Support in a Context of Comprehensive School Reform	p. 633
Completing the Continuum of Schoolwide Positive Behavior Support: Wraparound as a Tertiary-Level Intervention	p. 671
Implementing Function-Based Support Within Schoolwide Positive Behavior Support	p. 705
Response to Intervention and Positive Behavior Support	p. 729
Index	p. 755
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