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Books on the topic 'School Implementation of Behavior Supports'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. IDEA: Behavioral supports in school : hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Seventh Congress, second session, on examining the implementation of the Individuals with Disabilities Act (IDEA), focusing on behavioral support in schools to ensure safe schools for students and teachers while protecting the rights of students with disabilities, April 25, 2002. Washington: U.S. G.P.O., 2003.

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United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. IDEA: Behavioral supports in school : hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Seventh Congress, second session, on examining the implementation of the Individuals with Disabilities Education Act (IDEA), focusing on behavioral support in schools to ensure safe schools for students and teachers while protecting the rights of students with disabilities, April 25, 2002. Washington: U.S. G.P.O., 2003.

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3

Postive behavior supports in classrooms and school: Effective and practical strategies for teachers and other service providers. Springfield, Ill: Charles C. Thomas Publisher, 2012.

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4

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

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5

Linda, Taylor, ed. The implementation guide to student learning supports in the classroom and schoolwide: New directions for addressing barriers to learning. Thousand Oaks: Corwin Press, 2006.

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6

Collins, Tai A., and Renee Oliver Hawkins, eds. Peers as Change Agents. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780190068714.001.0001.

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This volume includes a variety of intervention strategies utilizing peers as change agents in school-based interventions. The book presents an updated conceptualization of peer-mediated interventions (PMIs), including peer-mediated academic interventions, peer-mediated behavioral interventions, and peer-mediated group supports. Each section includes a chapter describing the research supporting each category of PMI, as well as practical chapters detailing the use of different strategies that fit under each of the categories. The practical chapters describe the common procedures involved in each PMI, recommendations for successful implementation with an equity lens in applied settings, and useful resources such as implementation scripts for use in schools.

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7

Morrison, Julie Q., and Anna L. Harms. Advancing Evidence-Based Practice Through Program Evaluation. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190609108.001.0001.

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The demand for results-driven accountability is pervasive in all aspects of education today. The shift in emphasis from compliance to accountability for closing achievement gaps and improving student outcomes creates challenges and opportunities for school-based professionals. School-based professionals have a significant role to play in supporting school improvement efforts and improving outcomes for students in their role as program evaluators. Despite the need for advanced knowledge and skills in program evaluation, resources dedicated to developing the competencies of school-based professionals in evaluation approaches, methods, and tools are scarce. This book addresses this need by serving as a practical resource for school-based professionals seeking to use program evaluation to enhance data-based decision making and accountability as informed by implementation research and within the context of a multi-tier system of supports framework. Throughout this book, school-based professionals are positioned as change agents guiding their school or school districts in the adoption, implementation, and evaluation of evidence-based interventions and systems of support to meet students’ academic and behavioral needs.

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8

Kaufman, Julia, and Tiffany Tsai. School Supports for Teachers' Implementation of State Standards: Findings from the American School Leader Panel. RAND Corporation, 2018. http://dx.doi.org/10.7249/rr2318.

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9

Trider, Donald M. A. Factors influencing the policy implementation behavior of principals. 1985.

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10

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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11

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

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12

Individualized Supports for Students with Problem Behaviors: Designing Positive Behavior Plans (Guilford School Practitioner Series). The Guilford Press, 2005.

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13

Cooperative Discipline: Implementation Guide. Ags Pub, 1996.

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14

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

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15

Effective Discipline Policies: How to Create a System That Supports Young Children's Social-Emotional Competence. Gryphon House, Incorporated, 2018.

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16

Empowered Learning in Secondary Schools: Promoting Positive Youth Development Through a Multitiered System of Supports. American Psychological Association, 2016.

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17

Taylor, Linda, and Howard S. Adelman. The Implementation Guide to Student Learning Supports in the Classroom and Schoolwide: New Directions for Addressing Barriers to Learning. Corwin Press, 2005.

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18

Taylor, Linda, and Howard S. Adelman. The Implementation Guide to Student Learning Supports in the Classroom and Schoolwide: New Directions for Addressing Barriers to Learning. Corwin Press, 2005.

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19

An Investigation of the Role of Influence Behaviors in Information System Implementation: A Case Study of the Air Force Institute of Technology School of Engineering and Management Student Academic Support System. Storming Media, 2004.

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20

Harrison, Judith R., Brandon K. Schultz, and Steven W. Evans, eds. School Mental Health Services for Adolescents. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780199352517.001.0001.

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School Mental Health Services for Adolescents is composed of 15 chapters, written by well-known authors in the fields of psychology, education, social work, and counseling, who discuss and describe services for adolescents that can be implemented in secondary schools by school-based professionals. The authors present methods of overcoming implementation barriers through strategic service-delivery models. The volume is divided into three sections. The first chapters describe the history and need for services, explore the identity of professionals that serve as school mental health providers, and describe methods of engaging adolescents in school. The next chapters focus on issues of identification and referral for treatment in schools and provide a description of interventions. Proposed service delivery models are organized by target topics, including attention and organization, disruptive behavior, internalizing behaviors, autism spectrum disorders, substance abuse, and chronic health concerns. The final chapters describe assessment and the integration of school mental health in schools.

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21

Grzywacz, Joseph G., Abdallah M. Badahdah, and d. Azza O. Abdelmoneium. Work Family Balance: Challenges, Experiences, and Implications for Families. 2nd ed. Hamad Bin Khalifa University Press, 2019. http://dx.doi.org/10.5339/difi_9789927137952.

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A key objective of the study of work-family balance detailed in this report was to build an evidence base to inform policy creation or refinement targeting work-family balance and related implementation standards to ensure the protection and preservation of Qatari families. Two complementary projects were designed and implemented to achieve this key objective. The first project was a qualitative study involving in-depth interviews with 20 Qatari working adults (10 males and 10 females). The interviews were designed to learn the meaning of work-family balance among Qataris, identify the factors shaping work-family balance or the lack thereof, and collect firsthand detailed information on the use and value of policy-relevant work-family balance sup - ports for working Qataris. The second component was a survey designed to describe work-family balance among working Qatari adults, determine potential health and well-being consequences of poor work-family balance, and characterize Qataris’ use of and preferences for new work-family balance supports. The data from the qualitative interviews tell a very clear story of work-family balance among Qataris. Work-family balance is primarily viewed as working adults’ ability to meet responsibilities in both the work and family domains. Although work-fam - ily balance was valued and sought after, participants viewed work-family balance as an idyllic goal that is unattainable. Indeed, when individuals were asked about the last time they experienced balance, the most common response was “during my last vacation or extended holiday.” The challenge of achieving work-family balance was equally shared by males and females, although the challenge was heightened for females. Qataris recognized that “work” was essential to securing or providing a desirable family life; that is, work provided the financial wherewithal to obtain the features and comforts of contemporary family life in Qatar. However, the cost of this financial wherewithal was work hours and a psychological toll characterized as “long” and “exhausting” which left workers with insufficient time and energy for the family. Participants commented on the absolute necessity of paid maternity leave for work-family balance, and suggested it be expanded. Participants also discussed the importance of high-quality childcare, and the need for greater flexibility for attending to family responsibilities during the working day. Data from the quantitative national survey reinforce the results from the qualitative interviews. Work-family balance is a challenge for most working adults: if work-fam - ily balance were given scores like academic grades in school, the majority of both males and females would earn a "C" or lower (average, minimal pass or failure). As intimated in the qualitative data, working females’ work-family balance is statistically poorer than that of males. Poor work-family balance is associated with poorer physical and mental health, with particularly strong negative associations with depression. It appears the Human Resource Law of 2016 was effective in raising awareness of and access to paid maternity leave. However, a substantial minority of working Qataris lack access to work-family balance supports from their employer, and the supports that are provided by employers do not meet the expectations of the average Qatari worker.

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22

Lazarus, Philip J., Shannon Suldo, and Beth Doll, eds. Fostering the Emotional Well-Being of our Youth. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190918873.001.0001.

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Fostering the Emotional Well-Being of Our Youth: A School-Based Approach is an edited work that details best practices in comprehensive school mental health services based upon a dual-factor model of mental health that considers both psychological wellness and mental illness. In the introduction, the editors respond to the question: Are our students all right? Then, each of the text’s 24 chapters (five sections) describes empirically sound and practical ways that professionals can foster supportive school climates and implement evidence-based universal interventions to promote well-being and prevent and reduce mental health problems in young people. Topics include conceptualizing and framing youth mental health through a dual-factor model; building culturally responsive schools; implementing positive behavior interventions and supports; inculcating social-emotional learning within schools impacted by trauma; creating a multidisciplinary approach to foster a positive school culture and promote students’ mental health; preventing school violence and advancing school safety; cultivating student engagement and connectedness; creating resilient classrooms and schools; strengthening preschool, childcare and parenting practices; building family–school partnerships; promoting physical activity, nutrition, and sleep; teaching emotional self-regulation; promoting students’ positive emotions, character, and purpose; building a foundation for trauma-informed schools; preventing bullying; supporting highly mobile students; enfranchising socially marginalized students; preventing school failure and school dropout; providing evidence-based supports in the aftermath of a crisis; raising the emotional well-being of students with anxiety and depression; implementing state-wide practices that promote student wellness and resilience; screening for academic, behavioral, and emotional health; and accessing targeted and intensive mental health services.

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23

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 within a schoolwide approach labeled “positive behavioral interventions and supports” (PBIS). The chapter presents the core features of School-wide PBIS and describes how those features reduce the detrimental impact of coercive dynamics.

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24

Marchese, Dana D., Kimberly D. Becker, Jennifer P. Keperling, Celene E. Domitrovich, Wendy M. Reinke, Dennis D. Embry, and Nicholas S. Ialongo. A Step-By-Step Guide for Coaching Classroom Teachers in Evidence-Based Interventions. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190609573.001.0001.

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A Step-By-Step Guide for Coaching Classroom Teachers in Evidence-Based Interventions highlights the consultation strategies used by the coaches on the PATHS to PAX Project with the Johns Hopkins Center for Prevention and Early Intervention working with classroom teachers in Baltimore City public schools. The PATHS to PAX Project is the integration of two of the most widely disseminated, evidence-based, universal school-based preventive interventions: the PATHS curriculum and the PAX Good Behavior Game, or PAX GBG. This book reviews the Universal Coaching Model and the Indicated Coaching Model for supporting teacher implementation, including establishing positive coach–teacher relationships as well as coaching strategies that reflect core principles of behavior change, such as modeling, reinforcement, and performance feedback. Also presented are lessons learned and real-life case examples from coaches working with classroom teachers, and strategies for addressing coaching challenges and barriers. The selection, training, and supervision of coaches are discussed, and more than 30 handouts are included in the Appendix for coaches to adapt and use in their work with classroom teachers.

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25

Ollendick, Thomas H., Susan W. White, and Bradley A. White, eds. The Oxford Handbook of Clinical Child and Adolescent Psychology. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.001.0001.

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This comprehensive, 51-chapter handbook presents recent advances in the expression, etiology, assessment, and treatment of child and adolescent psychiatric disorders and related problems from a developmental psychopathology perspective. Following a broad conceptual overview of this area of clinical research and practice, assessment and treatment practices are examined for specific DSM-5 disorders and other nondiagnostic but nonetheless significant problems in childhood and adolescence, including the maltreatment of youth, children of divorce, children with incarcerated parents, nonsuicidal self-injury among youth, youth with suicidal thoughts and behavior, children who bully or are bullied, youth with medical conditions, and youth with neurobehavioral disorders. The practice of clinical child and adolescent psychology is then explored in diverse settings, including school, community mental health, outpatient, inpatient, forensic, and private practice settings. Implementation of evidence-based practices in these settings may help close the oft-cited gap between research and clinical practice. Finally, timely topics are presented that will likely influence mental health care and research with children and adolescents over the next couple of decades, namely, the neurobiological mechanisms underlying psychopathology and treatment, electronic and telehealth delivery developments, cognitive training methods and technology, transdiagnostic approaches, and pediatric psychopharmacology. The volume concludes with special attention to the dissemination of evidence-based assessment and treatment practices.

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