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Books on the topic 'Positive Behaviour Intervention Support'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

Educational Resources Information Center (U.S.), ed. Positive Behavior Intervention & Support (PBIS) system: Effective practices technical assistance bulletin. Missouri Dept. Elementary and Secondary Education, 2001.

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2

Barker, Katrina, Shiralee Poed, and Phillip Whitefield. School-Wide Positive Behaviour Support. Routledge, 2022. http://dx.doi.org/10.4324/9781003186236.

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3

1949-, Cheney Douglas, ed. The SAPR-PBIS manual: A team-based approach to implementing effective schoolwide positive behavior interventions and supports. Paul H. Brookes Pub. Co., 2012.

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4

Greaves, Laura. Practising positivity in the classroom: A teachers guide to positive behaviour support. Teaching Solutions, 2012.

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5

Knestrict, Thomas David. Controlling Our Children: Hegemony and Deconstructing the Positive Behavioral Intervention Support Model. Lang AG International Academic Publishers, Peter, 2019.

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6

Knestrict, Thomas David. Controlling Our Children: Hegemony and Deconstructing the Positive Behavioral Intervention Support Model. Lang AG International Academic Publishers, Peter, 2019.

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7

Knestrict, Thomas David. Controlling Our Children: Hegemony and Deconstructing the Positive Behavioral Intervention Support Model. Lang AG International Academic Publishers, Peter, 2019.

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8

Knestrict, Thomas David. Controlling Our Children: Hegemony and Deconstructing the Positive Behavioral Intervention Support Model. Lang Publishing, Incorporated, Peter, 2018.

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9

Osgood, Tony. Supporting Positive Behaviour in Intellectual Disabilities and Autism. Jessica Kingsley Publishers, 2020. https://doi.org/10.5040/9781805015116.

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This highly practical book is an accessible and grounded handbook for addressing challenging behaviour in children and adults with intellectual or developmental disabilities (IDD), including autism. It recognises that challenging behaviour does not appear out of nowhere and is meaningful for the person exhibiting it. Behaviour can be communicative and an important signifier of underlying sensory or environmental issues. Focusing on a person-centred approach throughout, the book has advice and strategies for working with the client's families, support staff and professionals. It also presents b

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10

Osgood. Positive Behaviour Support. Kingsley Publishers, Jessica, 2008.

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11

Lohmann, Marla J. Positive Behavior Interventions and Supports for Preschool and Kindergarten. Redleaf Press, 2021.

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12

Lucyshyn, Joseph, Brenda Fossett, Christy Cheremshynski, et al. Transforming Coercive into Constructive Processes with Families of Children with Developmental Disabilities and Severe Problem Behavior. Edited by Thomas J. Dishion and James Snyder. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199324552.013.25.

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This chapter describes an ecological approach to behavioral intervention with families of children with developmental disabilities and severe problem behavior that is designed to promote survivable interventions in family contexts. The approach, ecological family centered positive behavior support, is based on an ecological unit of analysis, coercive processes in family routines. The unit of analysis represents a synthesis of behavioral theory, coercion theory, and ecocultural theory. The approach aims to transform coercive into constructive processes in family routines. The chapter discusses

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13

D for Defiant: Positive Behaviour Support. Independently Published, 2021.

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14

L for Lying: Positive Behaviour Support. Independently Published, 2021.

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15

H for Hitting: Positive Behaviour Support. Independently Published, 2020.

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16

B for Biting: Positive Behaviour Support. Independently Published, 2021.

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17

for Attention-Seeking: Positive Behaviour Support. Independently Published, 2020.

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18

Positive Behaviour Support: A Policy Fra. British Institute of Learning Disabilities, 2015.

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19

Goei, Sui Lin, and Randall De Pry. School-Wide Positive Behaviour Interventions and Supports: European Research, Applications and Practices. Taylor & Francis Group, 2019.

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20

Goei, Sui Lin, and Randall De Pry. School-Wide Positive Behaviour Interventions and Supports: European Research, Applications and Practices. Taylor & Francis Group, 2019.

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21

Goei, Sui Lin, and Randall De Pry. School-Wide Positive Behaviour Interventions and Supports: European Research, Applications and Practices. Taylor & Francis Group, 2019.

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22

Goei, Sui Lin, and Randall De Pry. School-Wide Positive Behaviour Interventions and Supports: European Research, Applications and Practices. Taylor & Francis Group, 2019.

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23

Goei, Sui Lin, and Randall De Pry. School-Wide Positive Behaviour Interventions and Supports: European Research, Applications and Practices. Taylor & Francis Group, 2019.

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24

Myers, Diane, and Brandi Simonsen. Classwide Positive Behavior Interventions and Supports: A Guide to Proactive Classroom Management. Guilford Publications, 2014.

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25

Myers, Diane, and Brandi Simonsen. Classwide Positive Behavior Interventions and Supports: A Guide to Proactive Classroom Management. Guilford Publications, 2014.

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26

Classwide Positive Behavior Interventions and Supports: A Guide to Proactive Classroom Management. Guilford Publications, 2015.

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27

Positive behavior interventions & supports: A collection of articles from Teaching Exceptional Children. Council for Exceptional Children, 2009.

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28

Rant on Positive Behaviour Support: A Counterintuitive Approach. Independently Published, 2020.

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29

Barker, Katrina, Shiralee Poed, and Phillip Whitefield. School-Wide Positive Behaviour Support: The Australian Handbook. Routledge, 2022.

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30

Barker, Katrina, Shiralee Poed, and Phillip Whitefield. School-Wide Positive Behaviour Support: The Australian Handbook. Routledge, 2022.

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31

Barker, Katrina, Shiralee Poed, and Phillip Whitefield. School-Wide Positive Behaviour Support: The Australian Handbook. Taylor & Francis Group, 2022.

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32

Barker, Katrina, Shiralee Poed, and Phillip Whitefield. School-Wide Positive Behaviour Support: The Australian Handbook. Taylor & Francis Group, 2022.

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33

Barker, Katrina, Shiralee Poed, and Phillip Whitefield. School-Wide Positive Behaviour Support: The Australian Handbook. Taylor & Francis Group, 2022.

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34

Positive behaviour support: A brief guide for schools. BILD, 2007.

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35

Martin, Jeffrey J. Physical Activity Interventions. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0036.

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In addition to theory testing, researchers have also examined if exercise interventions serve to enhance psychological constructs such as self-esteem and behavior such as functional fitness, activities of daily living (ADL), and physical activity. The purpose of this chapter is to review the physical activity (PA) intervention research and offer criticisms and future research directions. Laboratory PA interventions have been effective at increasing physical capacity, muscular strength, walking ability, and reducing body weight, stress, depression, and pain. However, laboratory research has bee

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36

Walker, Ph D. Bridget, and Ph D. Douglas Cheney. Self-Assessment and Program Review for Positive Behavior Interventions and Supports (SAPR-PBIS ). Brookes Publishing, 2012.

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37

Hanbury, Martin. Positive Behaviour Strategies to Support Children & Young People with Autism. Paul Chapman Educational Publishing, 2007.

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38

Positive Behaviour Strategies to Support Children & Young People with Autism. Paul Chapman Educational Publishing, 2007.

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39

Individual Positive Behavior Supports: A Standards-Based Guide to Practices in School and Community Settings. Brookes Publishing, 2016.

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40

Individual Positive Behavior Supports: A Standards-Based Guide to Practices in School and Community Settings. Brookes Publishing, 2014.

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41

Individual Positive Behavior Supports: A Standards-Based Guide to Practices in School and Community Settings. Brookes Publishing, 2014.

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42

Hanbury, Martin. Positive Behaviour Strategies to Support Children and Young People with Autism. SAGE Publications, Limited, 2009.

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43

Horner, Robert R., and Kent McIntosh. Reducing Coercion in Schools. Edited by Thomas J. Dishion and James Snyder. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199324552.013.24.

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The use of punitive discipline systems in schools establishes the foundation of coercive dynamics. Adults all too often establish aversive contingencies that inadvertently prompt and maintain unwanted behavior by students. Three recent themes in addressing school discipline systems include (1) emphasizing reward of desired behavior above punishment of undesired behavior, (2) implementing systems of support at the whole-school level, and (3) introducing a “multitiered” approach to discipline systems that matches the level of support to the need of the student. These three themes are linked with

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44

Martin, Leslie R., and M. Robin DiMatteo. Social Influence and Health. Edited by Stephen G. Harkins, Kipling D. Williams, and Jerry Burger. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199859870.013.17.

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Early in the lives of children, parental influences are strong, and interventions targeting parents are essential to behavior change. In adolescence, peers emerge as critical additions to the influence of family members; their influence can support the growth and maintenance of positive health behaviors, or it can encourage unhealthy choices. Social groups continue to feature prominently in various ways throughout adulthood. A crucial role is played by supportive social networks in the improvement and maintenance of a wide variety of health behaviors, and the availability of normative informat

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45

Jordan, Nancy C., Lynn S. Fuchs, and Nancy Dyson. Early Number Competencies and Mathematical Learning. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.010.

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Early number competencies predict later mathematical learning. Weaknesses in number, number relations, and number operations can be reliably identified before school entry in first grade. Income status, associated early home and preschool opportunities, and general cognitive capacity all influence children’s level of numerical knowledge. Interventions based on a developmental progression and targeted to specific areas of number, such as the ability to count and sequence numbers, compare numerical quantities, and add and subtract small quantities, have shown positive, meaningful, and lasting ef

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46

Rylance, David. Forest School and Encouraging Positive Behaviour. Jessica Kingsley Publishers, 2022. https://doi.org/10.5040/9781805016601.

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Warm and engaging in tone, this book is encouraging, thorough and practical, it inspires curiosity and brims with easily applied advice and activities that will add to a Forest School Leader's tool-box, inform the content and conduct of their everyday practice and help no end when dealing with students whose behavior is challenging. -- Chris Holland, author of I Love My World - the playful, hands-on Nature connection guide book and the Storytelling for Outdoor Learning year course. In this terrific guidebook, David Rylance offers excellent advice to support learning, behavior, and well-being,

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47

Baumgardner, Donna M., ed. Educator Perspectives of Self-Efficacy with Special Populations. Lexington Books, 2025. https://doi.org/10.5040/9781978748415.

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In Educator Perspectives of Self-Efficacy with Special Populations: From Administrators to Pre-Service Teachers, the authors argue for the importance of self-efficacy in all realms of education, starting with pre-service teachers, whose efficacy levels significantly impact their classroom confidence and effectiveness. Teachers who are confident in their ability to positively impact learning tend to implement evidence-based interventions, offer constructive feedback, and cultivate supportive classroom atmospheres. Administrators who foster inclusive practices, offer professional development, an

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48

Robinson, George, Tina Rae, and Optimus Education Staff. Staff Training for Positive Behaviour Management: A Personal Development Programme for Teachers and Support Staff. Taylor & Francis Group, 2011.

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49

Kelly, Michael S., Johnny S. Kim, and Cynthia Franklin. SFBT Within the Tier 2 Framework. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190607258.003.0005.

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The educational policy changes of the past 20 years have increased the focus on the provision of prevention services within schools, both for individual students and for social-emotional programming delivered in their classroom. Whether characterized as Response to Intervention (RTI), Positive Behavior Intervention and Supports (PBIS), or Multi-Tiered Systems of Supports (MTSS), the focus on a 3-tier framework of universal (Tier 1), selective (Tier 2) and indicated (Tier 3) has become one of the largest evidence-based framework ever scaled up within American schools, with over 19,000 schools a

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50

Positive Behaviour Support Strategies for Students with Anxious Behaviour: A Step by Step Guide to Assessing - Managing - Preventing Emotional and Behavioural Difficulties. eBookit.com, 2018.

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