Implementing classwide PBIS :: a guide to supporting teachers /
"Those responsible for training teachers in classwide positive behavioral interventions and supports have a large responsibility. Effective training requires in-depth knowledge of behavioral foundations and principles, empirically supported classroom management practices, how the phases of lear...
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York, NY :
The Guilford Press,
[2020]
|
| Schriftenreihe: | Guilford practical intervention in the schools series.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "Those responsible for training teachers in classwide positive behavioral interventions and supports have a large responsibility. Effective training requires in-depth knowledge of behavioral foundations and principles, empirically supported classroom management practices, how the phases of learning impact training, and how to evaluate the need for and impact of training before, during, and after professional development occurs. We hope this book provides content knowledge, support, and a helpful blueprint for those undertaking any teacher training to tackle problem behaviors in children"-- |
| Beschreibung: | 1 online resource (xiv, 146 pages) : illustrations |
| ISBN: | 9781462543359 1462543359 |
Internformat
MARC
| LEADER | 00000cam a2200000 i 4500 | ||
|---|---|---|---|
| 001 | ZDB-4-EBA-on1161400903 | ||
| 003 | OCoLC | ||
| 005 | 20241004212047.0 | ||
| 006 | m o d | ||
| 007 | cr |n||||||||| | ||
| 008 | 200630t20202020nyua ob 001 0 eng d | ||
| 040 | |a YDX |b eng |e rda |e pn |c YDX |d N$T |d YDX |d OCLCO |d EBLCP |d UKAHL |d TXM |d OCLCF |d OCLCO |d OCLCQ |d NRC |d GUA |d OCLCO |d OCLCL | ||
| 020 | |a 9781462543359 |q (electronic bk.) | ||
| 020 | |a 1462543359 |q (electronic bk.) | ||
| 020 | |z 9781462543328 | ||
| 020 | |z 1462543324 | ||
| 035 | |a (OCoLC)1161400903 | ||
| 050 | 4 | |a LB3013 |b .M84 2020 | |
| 082 | 7 | |a 371.102/4 |2 23 | |
| 049 | |a MAIN | ||
| 100 | 1 | |a Myers, Diane, |e author. |0 http://id.loc.gov/authorities/names/no2015030910 | |
| 245 | 1 | 0 | |a Implementing classwide PBIS : |b a guide to supporting teachers / |c Diane Myers, Brandi Simonsen, Jennifer Freeman ; foreword by George Sugai. |
| 264 | 1 | |a New York, NY : |b The Guilford Press, |c [2020] | |
| 264 | 4 | |c ©2020 | |
| 300 | |a 1 online resource (xiv, 146 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a The Guilford practical intervention in the schools series | |
| 520 | |a "Those responsible for training teachers in classwide positive behavioral interventions and supports have a large responsibility. Effective training requires in-depth knowledge of behavioral foundations and principles, empirically supported classroom management practices, how the phases of learning impact training, and how to evaluate the need for and impact of training before, during, and after professional development occurs. We hope this book provides content knowledge, support, and a helpful blueprint for those undertaking any teacher training to tackle problem behaviors in children"-- |c Provided by publisher | ||
| 505 | 0 | 0 | |g Part I |t Supporting Teachers' Implementation of Classwide PBIs: Foundations and Basic Principles -- |g 1 |t Foundations of Classwide PBIS |g p. 3 -- |t The Research-to-Practice Gap in Classroom Management |g p. 3 -- |t Theoretical Foundations of CWPBIS |g p. 4 -- |t Outcomes, Data, Systems, and Practices |g p. 5 -- |t Empirically Supported Practices in Classroom Management |g p. 6 -- |t Maximizing Structure and Actively Engaging Students during Instruction |g p. 6 -- |t Establishing and Teaching Classroom Routines |g p. 7 -- |t Arranging the Classroom Environment to Promote Appropriate Behavior |g p. 7 -- |t Actively Engaging Students in Instruction |g p. 8 -- |t Establishing and Teaching Positively Stated Expectations |g p. 8 -- |t Implementing a Continuum of Strategies to Reinforce Appropriate Behavior |g p. 11 -- |t Behavior-Specific Praise |g p. 11 -- |t Group Contingencies |g p. 12 -- |t Behavioral Contracting |g p. 12 -- |t Token Economies |g p. 13 -- |t Implementing a Continuum of Strategies to Respond to Inappropriate Behavior |g p. 14 -- |t Behavior-Specific Error Correction |g p. 14 -- |t Other Responses to Inappropriate Behavior |g p. 15 -- |t The Phases of Learning |g p. 18 -- |t Acquisition |g p. 18 -- |g Part I |t Supporting Teachers' Implementation of Classwide PBIS: Foundations and Basic Principles |g p. 21 -- |g Part II |t Empirically Supported Strategies to Support Teachers' Classwide PBIS Implementation |g p. 22 -- |g Part III |t Data-Based Decision Making to Support Teachers' Classwide PBIS Implementation |g p. 22 -- |t Phases of Learning Activities: Chapter 1 |g p. 23 -- |g 2 |t Behavioral Principles That Impact Adult Behavior Changes |g p. 25 -- |t The ABCs of Adult Behavior |g p. 25 -- |t Behaviors |g p. 26 -- |t Antecedents |g p. 32 -- |t Summary of ABCs |g p. 38 -- |t Behavioral Strategies Involved in Supporting Teachers' Implementation of CWPBIS |g p. 39 -- |t Training New Behaviors |g p. 39 -- |t Establishing Stimulus Control |g p. 41 -- |t Programming for Generalization |g p. 43 -- |t Prompting |g p. 45 -- |t Reinforcing |g p. 46 -- |t A Few Final Thoughts about the Science of Behavior |g p. 46 -- |t Phases of Learning Activities; Chapter 2 |g p. 47 -- |g 3 |t Overview of Implementation Supports for Teachers |g p. 49 -- |t Overview of Implementation Supports |g p. 49 -- |t Implementation Phases |g p. 50 -- |t Implementation Drivers |g p. 53 -- |t Using PBIS to Organize Supports for Teachers: Building Systems of Support |g p. 55 -- |t Practices |g p. 55 -- |t Systems |g p. 58 -- |t What Does This Mean for CWPBIS? |g p. 59 -- |t Phases of Learning Activities; Chapter 3 |g p. 60 -- |g Part II |t Empirically Supported Strategies to Support Teachers' Classwide PBIS Implementation -- |g 4 |t A Road Map to Building Systems of Support for Teachers |g p. 65 -- |t Supporting Teachers' CWPBIS Implementation |g p. 65 -- |t Common Definitions |g p. 66 -- |t Guiding Principles |g p. 67 -- |t Organizing Research-Based PD Systems to Support Teachers |g p. 70 -- |t Overview of PD Support Approaches |g p. 71 -- |t Behavioral Principles Applied to PD Systems to Support Teachers |g p. 71 -- |t Road Map for PD Systems of Support for Teachers: Developing an Action Plan |g p. 74 -- |t Phases of Learning Activities: Chapter 4 |g p. 78 -- |g 5 |t Designing Effective Training Activities for Classwide PBIS |g p. 80 -- |t Critical Features of Effective Training |g p. 80 -- |t Explicit Instruction |g p. 81 -- |t Options for Delivering Training |g p. 91 -- |t Evaluating Training Outcomes |g p. 91 -- |t Evaluating Perceptions |g p. 91 -- |t Evaluating Outcomes |g p. 92 -- |t Evaluating Changes in Student Behavior |g p. 94 -- |t Phases of Learning Activities: Chapter 5 |g p. 95 -- |g 6 |t Coaching to Support Teachers' Implementation of Classwide PBIS |g p. 97 -- |t Critical Features of Effective Coaching |g p. 97 -- |t Coaching Functions |g p. 98 -- |t Options for Delivering Coaching |g p. 102 -- |t Evaluating Coaching Outcomes |g p. 104 -- |t Access to Coaching |g p. 104 -- |t Outcomes of Coaching |g p. 106 -- |t Phases of Learning Activities: Chapter 6 |g p. 107 -- |g Part III |t Data-Based Decision Making to Support Teachers' Classwide PBIS Implementation -- |g 7 |t Data Collection Systems and Performance Feedback |g p. 111 -- |t Options for Efficient and Effective Data Collection |g p. 112 -- |t Observer Checklists |g p. 112 -- |t Self Assessment Checklists |g p. 113 -- |t Measuring Discrete Practices |g p. 114 -- |t Selecting an Appropriate Tool and Developing a Data Collection System |g p. 116 -- |t Guidelines for Selecting an Implementation Fidelity Measure |g p. 117 -- |t Guidelines for Selecting a Student Outcome Measure |g p. 118 -- |t Office Discipline Referrals |g p. 119 -- |t Additional Guidelines for Selecting an Appropriate Tool |g p. 120 -- |t Using Data to Support Teachers' Implementation of CWPBIS Practices |g p. 122 -- |t Summarizing Data |g p. 122 -- |t Providing Data-Based Performance Feedback |g p. 122 -- |t Phases of Learning Activities: Chapter 7 |g p. 127 -- |g 8 |t Differentiated Supports for Teachers |g p. 129 -- |t Key Questions to Guide Decision Making |g p. 130 -- |t Overview of an MTSS for Supporting Teachers' CWPBIS Implementation |g p. 133 -- |t Saying Goodbye |g p. 137 -- |t Phases of Learning Activities: Chapter 8 |g p. 137. |
| 650 | 0 | |a Classroom management |x Psychological aspects. | |
| 650 | 0 | |a School psychology. |0 http://id.loc.gov/authorities/subjects/sh86007750 | |
| 650 | 0 | |a Problem children |x Behavior modification. |0 http://id.loc.gov/authorities/subjects/sh92002398 | |
| 650 | 0 | |a Behavior disorders in children. |0 http://id.loc.gov/authorities/subjects/sh86005717 | |
| 650 | 6 | |a Classes (Éducation) |x Conduite |x Aspect psychologique. | |
| 650 | 6 | |a Psychologie scolaire. | |
| 650 | 6 | |a Troubles du comportement chez l'enfant. | |
| 650 | 7 | |a Behavior disorders in children |2 fast | |
| 650 | 7 | |a Classroom management |x Psychological aspects |2 fast | |
| 650 | 7 | |a Problem children |x Behavior modification |2 fast | |
| 650 | 7 | |a School psychology |2 fast | |
| 700 | 1 | |a Simonsen, Brandi, |e author. |0 http://id.loc.gov/authorities/names/no2015031114 | |
| 700 | 1 | |a Freeman, Jennifer L., |e author. |0 http://id.loc.gov/authorities/names/n2020005621 | |
| 758 | |i has work: |a Implementing classwide PBIS (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGrGrfxp99wVrV34XvGMbm |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |z 9781462543328 |z 1462543324 |w (DLC) 2019054463 |w (OCoLC)1130765022 |
| 830 | 0 | |a Guilford practical intervention in the schools series. |0 http://id.loc.gov/authorities/names/n2001093684 | |
| 856 | 4 | 0 | |l FWS01 |p ZDB-4-EBA |q FWS_PDA_EBA |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2377085 |3 Volltext |
| 938 | |a Askews and Holts Library Services |b ASKH |n AH37277832 | ||
| 938 | |a Askews and Holts Library Services |b ASKH |n AH37277831 | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL6237667 | ||
| 938 | |a EBSCOhost |b EBSC |n 2377085 | ||
| 938 | |a YBP Library Services |b YANK |n 301352340 | ||
| 994 | |a 92 |b GEBAY | ||
| 912 | |a ZDB-4-EBA | ||
| 049 | |a DE-863 | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-on1161400903 |
|---|---|
| _version_ | 1816882520986222592 |
| adam_text | |
| any_adam_object | |
| author | Myers, Diane Simonsen, Brandi Freeman, Jennifer L. |
| author_GND | http://id.loc.gov/authorities/names/no2015030910 http://id.loc.gov/authorities/names/no2015031114 http://id.loc.gov/authorities/names/n2020005621 |
| author_facet | Myers, Diane Simonsen, Brandi Freeman, Jennifer L. |
| author_role | aut aut aut |
| author_sort | Myers, Diane |
| author_variant | d m dm b s bs j l f jl jlf |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB3013 |
| callnumber-raw | LB3013 .M84 2020 |
| callnumber-search | LB3013 .M84 2020 |
| callnumber-sort | LB 43013 M84 42020 |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EBA |
| contents | Supporting Teachers' Implementation of Classwide PBIs: Foundations and Basic Principles -- Foundations of Classwide PBIS The Research-to-Practice Gap in Classroom Management Theoretical Foundations of CWPBIS Outcomes, Data, Systems, and Practices Empirically Supported Practices in Classroom Management Maximizing Structure and Actively Engaging Students during Instruction Establishing and Teaching Classroom Routines Arranging the Classroom Environment to Promote Appropriate Behavior Actively Engaging Students in Instruction Establishing and Teaching Positively Stated Expectations Implementing a Continuum of Strategies to Reinforce Appropriate Behavior Behavior-Specific Praise Group Contingencies Behavioral Contracting Token Economies Implementing a Continuum of Strategies to Respond to Inappropriate Behavior Behavior-Specific Error Correction Other Responses to Inappropriate Behavior The Phases of Learning Acquisition Supporting Teachers' Implementation of Classwide PBIS: Foundations and Basic Principles Empirically Supported Strategies to Support Teachers' Classwide PBIS Implementation Data-Based Decision Making to Support Teachers' Classwide PBIS Implementation Phases of Learning Activities: Chapter 1 Behavioral Principles That Impact Adult Behavior Changes The ABCs of Adult Behavior Behaviors Antecedents Summary of ABCs Behavioral Strategies Involved in Supporting Teachers' Implementation of CWPBIS Training New Behaviors Establishing Stimulus Control Programming for Generalization Prompting Reinforcing A Few Final Thoughts about the Science of Behavior Phases of Learning Activities; Chapter 2 Overview of Implementation Supports for Teachers Overview of Implementation Supports Implementation Phases Implementation Drivers Using PBIS to Organize Supports for Teachers: Building Systems of Support Practices Systems What Does This Mean for CWPBIS? Phases of Learning Activities; Chapter 3 Empirically Supported Strategies to Support Teachers' Classwide PBIS Implementation -- A Road Map to Building Systems of Support for Teachers Supporting Teachers' CWPBIS Implementation Common Definitions Guiding Principles Organizing Research-Based PD Systems to Support Teachers Overview of PD Support Approaches Behavioral Principles Applied to PD Systems to Support Teachers Road Map for PD Systems of Support for Teachers: Developing an Action Plan Phases of Learning Activities: Chapter 4 Designing Effective Training Activities for Classwide PBIS Critical Features of Effective Training Explicit Instruction Options for Delivering Training Evaluating Training Outcomes Evaluating Perceptions Evaluating Outcomes Evaluating Changes in Student Behavior Phases of Learning Activities: Chapter 5 Coaching to Support Teachers' Implementation of Classwide PBIS Critical Features of Effective Coaching Coaching Functions Options for Delivering Coaching Evaluating Coaching Outcomes Access to Coaching Outcomes of Coaching Phases of Learning Activities: Chapter 6 Data-Based Decision Making to Support Teachers' Classwide PBIS Implementation -- Data Collection Systems and Performance Feedback Options for Efficient and Effective Data Collection Observer Checklists Self Assessment Checklists Measuring Discrete Practices Selecting an Appropriate Tool and Developing a Data Collection System Guidelines for Selecting an Implementation Fidelity Measure Guidelines for Selecting a Student Outcome Measure Office Discipline Referrals Additional Guidelines for Selecting an Appropriate Tool Using Data to Support Teachers' Implementation of CWPBIS Practices Summarizing Data Providing Data-Based Performance Feedback Phases of Learning Activities: Chapter 7 Differentiated Supports for Teachers Key Questions to Guide Decision Making Overview of an MTSS for Supporting Teachers' CWPBIS Implementation Saying Goodbye Phases of Learning Activities: Chapter 8 |
| ctrlnum | (OCoLC)1161400903 |
| dewey-full | 371.102/4 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.102/4 |
| dewey-search | 371.102/4 |
| dewey-sort | 3371.102 14 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>08536cam a2200613 i 4500</leader><controlfield tag="001">ZDB-4-EBA-on1161400903</controlfield><controlfield tag="003">OCoLC</controlfield><controlfield tag="005">20241004212047.0</controlfield><controlfield tag="006">m o d </controlfield><controlfield tag="007">cr |n|||||||||</controlfield><controlfield tag="008">200630t20202020nyua ob 001 0 eng d</controlfield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">YDX</subfield><subfield code="b">eng</subfield><subfield code="e">rda</subfield><subfield code="e">pn</subfield><subfield code="c">YDX</subfield><subfield code="d">N$T</subfield><subfield code="d">YDX</subfield><subfield code="d">OCLCO</subfield><subfield code="d">EBLCP</subfield><subfield code="d">UKAHL</subfield><subfield code="d">TXM</subfield><subfield code="d">OCLCF</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">NRC</subfield><subfield code="d">GUA</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCL</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781462543359</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1462543359</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9781462543328</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">1462543324</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1161400903</subfield></datafield><datafield tag="050" ind1=" " ind2="4"><subfield code="a">LB3013</subfield><subfield code="b">.M84 2020</subfield></datafield><datafield tag="082" ind1="7" ind2=" "><subfield code="a">371.102/4</subfield><subfield code="2">23</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">MAIN</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Myers, Diane,</subfield><subfield code="e">author.</subfield><subfield code="0">http://id.loc.gov/authorities/names/no2015030910</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Implementing classwide PBIS :</subfield><subfield code="b">a guide to supporting teachers /</subfield><subfield code="c">Diane Myers, Brandi Simonsen, Jennifer Freeman ; foreword by George Sugai.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">New York, NY :</subfield><subfield code="b">The Guilford Press,</subfield><subfield code="c">[2020]</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">©2020</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (xiv, 146 pages) :</subfield><subfield code="b">illustrations</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="1" ind2=" "><subfield code="a">The Guilford practical intervention in the schools series</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">"Those responsible for training teachers in classwide positive behavioral interventions and supports have a large responsibility. Effective training requires in-depth knowledge of behavioral foundations and principles, empirically supported classroom management practices, how the phases of learning impact training, and how to evaluate the need for and impact of training before, during, and after professional development occurs. We hope this book provides content knowledge, support, and a helpful blueprint for those undertaking any teacher training to tackle problem behaviors in children"--</subfield><subfield code="c">Provided by publisher</subfield></datafield><datafield tag="505" ind1="0" ind2="0"><subfield code="g">Part I</subfield><subfield code="t">Supporting Teachers' Implementation of Classwide PBIs: Foundations and Basic Principles --</subfield><subfield code="g">1</subfield><subfield code="t">Foundations of Classwide PBIS</subfield><subfield code="g">p. 3 --</subfield><subfield code="t">The Research-to-Practice Gap in Classroom Management</subfield><subfield code="g">p. 3 --</subfield><subfield code="t">Theoretical Foundations of CWPBIS</subfield><subfield code="g">p. 4 --</subfield><subfield code="t">Outcomes, Data, Systems, and Practices</subfield><subfield code="g">p. 5 --</subfield><subfield code="t">Empirically Supported Practices in Classroom Management</subfield><subfield code="g">p. 6 --</subfield><subfield code="t">Maximizing Structure and Actively Engaging Students during Instruction</subfield><subfield code="g">p. 6 --</subfield><subfield code="t">Establishing and Teaching Classroom Routines</subfield><subfield code="g">p. 7 --</subfield><subfield code="t">Arranging the Classroom Environment to Promote Appropriate Behavior</subfield><subfield code="g">p. 7 --</subfield><subfield code="t">Actively Engaging Students in Instruction</subfield><subfield code="g">p. 8 --</subfield><subfield code="t">Establishing and Teaching Positively Stated Expectations</subfield><subfield code="g">p. 8 --</subfield><subfield code="t">Implementing a Continuum of Strategies to Reinforce Appropriate Behavior</subfield><subfield code="g">p. 11 --</subfield><subfield code="t">Behavior-Specific Praise</subfield><subfield code="g">p. 11 --</subfield><subfield code="t">Group Contingencies</subfield><subfield code="g">p. 12 --</subfield><subfield code="t">Behavioral Contracting</subfield><subfield code="g">p. 12 --</subfield><subfield code="t">Token Economies</subfield><subfield code="g">p. 13 --</subfield><subfield code="t">Implementing a Continuum of Strategies to Respond to Inappropriate Behavior</subfield><subfield code="g">p. 14 --</subfield><subfield code="t">Behavior-Specific Error Correction</subfield><subfield code="g">p. 14 --</subfield><subfield code="t">Other Responses to Inappropriate Behavior</subfield><subfield code="g">p. 15 --</subfield><subfield code="t">The Phases of Learning</subfield><subfield code="g">p. 18 --</subfield><subfield code="t">Acquisition</subfield><subfield code="g">p. 18 --</subfield><subfield code="g">Part I</subfield><subfield code="t">Supporting Teachers' Implementation of Classwide PBIS: Foundations and Basic Principles</subfield><subfield code="g">p. 21 --</subfield><subfield code="g">Part II</subfield><subfield code="t">Empirically Supported Strategies to Support Teachers' Classwide PBIS Implementation</subfield><subfield code="g">p. 22 --</subfield><subfield code="g">Part III</subfield><subfield code="t">Data-Based Decision Making to Support Teachers' Classwide PBIS Implementation</subfield><subfield code="g">p. 22 --</subfield><subfield code="t">Phases of Learning Activities: Chapter 1</subfield><subfield code="g">p. 23 --</subfield><subfield code="g">2</subfield><subfield code="t">Behavioral Principles That Impact Adult Behavior Changes</subfield><subfield code="g">p. 25 --</subfield><subfield code="t">The ABCs of Adult Behavior</subfield><subfield code="g">p. 25 --</subfield><subfield code="t">Behaviors</subfield><subfield code="g">p. 26 --</subfield><subfield code="t">Antecedents</subfield><subfield code="g">p. 32 --</subfield><subfield code="t">Summary of ABCs</subfield><subfield code="g">p. 38 --</subfield><subfield code="t">Behavioral Strategies Involved in Supporting Teachers' Implementation of CWPBIS</subfield><subfield code="g">p. 39 --</subfield><subfield code="t">Training New Behaviors</subfield><subfield code="g">p. 39 --</subfield><subfield code="t">Establishing Stimulus Control</subfield><subfield code="g">p. 41 --</subfield><subfield code="t">Programming for Generalization</subfield><subfield code="g">p. 43 --</subfield><subfield code="t">Prompting</subfield><subfield code="g">p. 45 --</subfield><subfield code="t">Reinforcing</subfield><subfield code="g">p. 46 --</subfield><subfield code="t">A Few Final Thoughts about the Science of Behavior</subfield><subfield code="g">p. 46 --</subfield><subfield code="t">Phases of Learning Activities; Chapter 2</subfield><subfield code="g">p. 47 --</subfield><subfield code="g">3</subfield><subfield code="t">Overview of Implementation Supports for Teachers</subfield><subfield code="g">p. 49 --</subfield><subfield code="t">Overview of Implementation Supports</subfield><subfield code="g">p. 49 --</subfield><subfield code="t">Implementation Phases</subfield><subfield code="g">p. 50 --</subfield><subfield code="t">Implementation Drivers</subfield><subfield code="g">p. 53 --</subfield><subfield code="t">Using PBIS to Organize Supports for Teachers: Building Systems of Support</subfield><subfield code="g">p. 55 --</subfield><subfield code="t">Practices</subfield><subfield code="g">p. 55 --</subfield><subfield code="t">Systems</subfield><subfield code="g">p. 58 --</subfield><subfield code="t">What Does This Mean for CWPBIS?</subfield><subfield code="g">p. 59 --</subfield><subfield code="t">Phases of Learning Activities; Chapter 3</subfield><subfield code="g">p. 60 --</subfield><subfield code="g">Part II</subfield><subfield code="t">Empirically Supported Strategies to Support Teachers' Classwide PBIS Implementation --</subfield><subfield code="g">4</subfield><subfield code="t">A Road Map to Building Systems of Support for Teachers</subfield><subfield code="g">p. 65 --</subfield><subfield code="t">Supporting Teachers' CWPBIS Implementation</subfield><subfield code="g">p. 65 --</subfield><subfield code="t">Common Definitions</subfield><subfield code="g">p. 66 --</subfield><subfield code="t">Guiding Principles</subfield><subfield code="g">p. 67 --</subfield><subfield code="t">Organizing Research-Based PD Systems to Support Teachers</subfield><subfield code="g">p. 70 --</subfield><subfield code="t">Overview of PD Support Approaches</subfield><subfield code="g">p. 71 --</subfield><subfield code="t">Behavioral Principles Applied to PD Systems to Support Teachers</subfield><subfield code="g">p. 71 --</subfield><subfield code="t">Road Map for PD Systems of Support for Teachers: Developing an Action Plan</subfield><subfield code="g">p. 74 --</subfield><subfield code="t">Phases of Learning Activities: Chapter 4</subfield><subfield code="g">p. 78 --</subfield><subfield code="g">5</subfield><subfield code="t">Designing Effective Training Activities for Classwide PBIS</subfield><subfield code="g">p. 80 --</subfield><subfield code="t">Critical Features of Effective Training</subfield><subfield code="g">p. 80 --</subfield><subfield code="t">Explicit Instruction</subfield><subfield code="g">p. 81 --</subfield><subfield code="t">Options for Delivering Training</subfield><subfield code="g">p. 91 --</subfield><subfield code="t">Evaluating Training Outcomes</subfield><subfield code="g">p. 91 --</subfield><subfield code="t">Evaluating Perceptions</subfield><subfield code="g">p. 91 --</subfield><subfield code="t">Evaluating Outcomes</subfield><subfield code="g">p. 92 --</subfield><subfield code="t">Evaluating Changes in Student Behavior</subfield><subfield code="g">p. 94 --</subfield><subfield code="t">Phases of Learning Activities: Chapter 5</subfield><subfield code="g">p. 95 --</subfield><subfield code="g">6</subfield><subfield code="t">Coaching to Support Teachers' Implementation of Classwide PBIS</subfield><subfield code="g">p. 97 --</subfield><subfield code="t">Critical Features of Effective Coaching</subfield><subfield code="g">p. 97 --</subfield><subfield code="t">Coaching Functions</subfield><subfield code="g">p. 98 --</subfield><subfield code="t">Options for Delivering Coaching</subfield><subfield code="g">p. 102 --</subfield><subfield code="t">Evaluating Coaching Outcomes</subfield><subfield code="g">p. 104 --</subfield><subfield code="t">Access to Coaching</subfield><subfield code="g">p. 104 --</subfield><subfield code="t">Outcomes of Coaching</subfield><subfield code="g">p. 106 --</subfield><subfield code="t">Phases of Learning Activities: Chapter 6</subfield><subfield code="g">p. 107 --</subfield><subfield code="g">Part III</subfield><subfield code="t">Data-Based Decision Making to Support Teachers' Classwide PBIS Implementation --</subfield><subfield code="g">7</subfield><subfield code="t">Data Collection Systems and Performance Feedback</subfield><subfield code="g">p. 111 --</subfield><subfield code="t">Options for Efficient and Effective Data Collection</subfield><subfield code="g">p. 112 --</subfield><subfield code="t">Observer Checklists</subfield><subfield code="g">p. 112 --</subfield><subfield code="t">Self Assessment Checklists</subfield><subfield code="g">p. 113 --</subfield><subfield code="t">Measuring Discrete Practices</subfield><subfield code="g">p. 114 --</subfield><subfield code="t">Selecting an Appropriate Tool and Developing a Data Collection System</subfield><subfield code="g">p. 116 --</subfield><subfield code="t">Guidelines for Selecting an Implementation Fidelity Measure</subfield><subfield code="g">p. 117 --</subfield><subfield code="t">Guidelines for Selecting a Student Outcome Measure</subfield><subfield code="g">p. 118 --</subfield><subfield code="t">Office Discipline Referrals</subfield><subfield code="g">p. 119 --</subfield><subfield code="t">Additional Guidelines for Selecting an Appropriate Tool</subfield><subfield code="g">p. 120 --</subfield><subfield code="t">Using Data to Support Teachers' Implementation of CWPBIS Practices</subfield><subfield code="g">p. 122 --</subfield><subfield code="t">Summarizing Data</subfield><subfield code="g">p. 122 --</subfield><subfield code="t">Providing Data-Based Performance Feedback</subfield><subfield code="g">p. 122 --</subfield><subfield code="t">Phases of Learning Activities: Chapter 7</subfield><subfield code="g">p. 127 --</subfield><subfield code="g">8</subfield><subfield code="t">Differentiated Supports for Teachers</subfield><subfield code="g">p. 129 --</subfield><subfield code="t">Key Questions to Guide Decision Making</subfield><subfield code="g">p. 130 --</subfield><subfield code="t">Overview of an MTSS for Supporting Teachers' CWPBIS Implementation</subfield><subfield code="g">p. 133 --</subfield><subfield code="t">Saying Goodbye</subfield><subfield code="g">p. 137 --</subfield><subfield code="t">Phases of Learning Activities: Chapter 8</subfield><subfield code="g">p. 137.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Classroom management</subfield><subfield code="x">Psychological aspects.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">School psychology.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh86007750</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Problem children</subfield><subfield code="x">Behavior modification.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh92002398</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Behavior disorders in children.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh86005717</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Classes (Éducation)</subfield><subfield code="x">Conduite</subfield><subfield code="x">Aspect psychologique.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Psychologie scolaire.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Troubles du comportement chez l'enfant.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Behavior disorders in children</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Classroom management</subfield><subfield code="x">Psychological aspects</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Problem children</subfield><subfield code="x">Behavior modification</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">School psychology</subfield><subfield code="2">fast</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Simonsen, Brandi,</subfield><subfield code="e">author.</subfield><subfield code="0">http://id.loc.gov/authorities/names/no2015031114</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Freeman, Jennifer L.,</subfield><subfield code="e">author.</subfield><subfield code="0">http://id.loc.gov/authorities/names/n2020005621</subfield></datafield><datafield tag="758" ind1=" " ind2=" "><subfield code="i">has work:</subfield><subfield code="a">Implementing classwide PBIS (Text)</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PCGrGrfxp99wVrV34XvGMbm</subfield><subfield code="4">https://id.oclc.org/worldcat/ontology/hasWork</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="z">9781462543328</subfield><subfield code="z">1462543324</subfield><subfield code="w">(DLC) 2019054463</subfield><subfield code="w">(OCoLC)1130765022</subfield></datafield><datafield tag="830" ind1=" " ind2="0"><subfield code="a">Guilford practical intervention in the schools series.</subfield><subfield code="0">http://id.loc.gov/authorities/names/n2001093684</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="l">FWS01</subfield><subfield code="p">ZDB-4-EBA</subfield><subfield code="q">FWS_PDA_EBA</subfield><subfield code="u">https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2377085</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">Askews and Holts Library Services</subfield><subfield code="b">ASKH</subfield><subfield code="n">AH37277832</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">Askews and Holts Library Services</subfield><subfield code="b">ASKH</subfield><subfield code="n">AH37277831</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">ProQuest Ebook Central</subfield><subfield code="b">EBLB</subfield><subfield code="n">EBL6237667</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBSCOhost</subfield><subfield code="b">EBSC</subfield><subfield code="n">2377085</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">YBP Library Services</subfield><subfield code="b">YANK</subfield><subfield code="n">301352340</subfield></datafield><datafield tag="994" ind1=" " ind2=" "><subfield code="a">92</subfield><subfield code="b">GEBAY</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-EBA</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-863</subfield></datafield></record></collection> |
| id | ZDB-4-EBA-on1161400903 |
| illustrated | Illustrated |
| indexdate | 2024-11-27T13:29:56Z |
| institution | BVB |
| isbn | 9781462543359 1462543359 |
| language | English |
| oclc_num | 1161400903 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (xiv, 146 pages) : illustrations |
| psigel | ZDB-4-EBA |
| publishDate | 2020 |
| publishDateSearch | 2020 |
| publishDateSort | 2020 |
| publisher | The Guilford Press, |
| record_format | marc |
| series | Guilford practical intervention in the schools series. |
| series2 | The Guilford practical intervention in the schools series |
| spelling | Myers, Diane, author. http://id.loc.gov/authorities/names/no2015030910 Implementing classwide PBIS : a guide to supporting teachers / Diane Myers, Brandi Simonsen, Jennifer Freeman ; foreword by George Sugai. New York, NY : The Guilford Press, [2020] ©2020 1 online resource (xiv, 146 pages) : illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier The Guilford practical intervention in the schools series "Those responsible for training teachers in classwide positive behavioral interventions and supports have a large responsibility. Effective training requires in-depth knowledge of behavioral foundations and principles, empirically supported classroom management practices, how the phases of learning impact training, and how to evaluate the need for and impact of training before, during, and after professional development occurs. We hope this book provides content knowledge, support, and a helpful blueprint for those undertaking any teacher training to tackle problem behaviors in children"-- Provided by publisher Part I Supporting Teachers' Implementation of Classwide PBIs: Foundations and Basic Principles -- 1 Foundations of Classwide PBIS p. 3 -- The Research-to-Practice Gap in Classroom Management p. 3 -- Theoretical Foundations of CWPBIS p. 4 -- Outcomes, Data, Systems, and Practices p. 5 -- Empirically Supported Practices in Classroom Management p. 6 -- Maximizing Structure and Actively Engaging Students during Instruction p. 6 -- Establishing and Teaching Classroom Routines p. 7 -- Arranging the Classroom Environment to Promote Appropriate Behavior p. 7 -- Actively Engaging Students in Instruction p. 8 -- Establishing and Teaching Positively Stated Expectations p. 8 -- Implementing a Continuum of Strategies to Reinforce Appropriate Behavior p. 11 -- Behavior-Specific Praise p. 11 -- Group Contingencies p. 12 -- Behavioral Contracting p. 12 -- Token Economies p. 13 -- Implementing a Continuum of Strategies to Respond to Inappropriate Behavior p. 14 -- Behavior-Specific Error Correction p. 14 -- Other Responses to Inappropriate Behavior p. 15 -- The Phases of Learning p. 18 -- Acquisition p. 18 -- Part I Supporting Teachers' Implementation of Classwide PBIS: Foundations and Basic Principles p. 21 -- Part II Empirically Supported Strategies to Support Teachers' Classwide PBIS Implementation p. 22 -- Part III Data-Based Decision Making to Support Teachers' Classwide PBIS Implementation p. 22 -- Phases of Learning Activities: Chapter 1 p. 23 -- 2 Behavioral Principles That Impact Adult Behavior Changes p. 25 -- The ABCs of Adult Behavior p. 25 -- Behaviors p. 26 -- Antecedents p. 32 -- Summary of ABCs p. 38 -- Behavioral Strategies Involved in Supporting Teachers' Implementation of CWPBIS p. 39 -- Training New Behaviors p. 39 -- Establishing Stimulus Control p. 41 -- Programming for Generalization p. 43 -- Prompting p. 45 -- Reinforcing p. 46 -- A Few Final Thoughts about the Science of Behavior p. 46 -- Phases of Learning Activities; Chapter 2 p. 47 -- 3 Overview of Implementation Supports for Teachers p. 49 -- Overview of Implementation Supports p. 49 -- Implementation Phases p. 50 -- Implementation Drivers p. 53 -- Using PBIS to Organize Supports for Teachers: Building Systems of Support p. 55 -- Practices p. 55 -- Systems p. 58 -- What Does This Mean for CWPBIS? p. 59 -- Phases of Learning Activities; Chapter 3 p. 60 -- Part II Empirically Supported Strategies to Support Teachers' Classwide PBIS Implementation -- 4 A Road Map to Building Systems of Support for Teachers p. 65 -- Supporting Teachers' CWPBIS Implementation p. 65 -- Common Definitions p. 66 -- Guiding Principles p. 67 -- Organizing Research-Based PD Systems to Support Teachers p. 70 -- Overview of PD Support Approaches p. 71 -- Behavioral Principles Applied to PD Systems to Support Teachers p. 71 -- Road Map for PD Systems of Support for Teachers: Developing an Action Plan p. 74 -- Phases of Learning Activities: Chapter 4 p. 78 -- 5 Designing Effective Training Activities for Classwide PBIS p. 80 -- Critical Features of Effective Training p. 80 -- Explicit Instruction p. 81 -- Options for Delivering Training p. 91 -- Evaluating Training Outcomes p. 91 -- Evaluating Perceptions p. 91 -- Evaluating Outcomes p. 92 -- Evaluating Changes in Student Behavior p. 94 -- Phases of Learning Activities: Chapter 5 p. 95 -- 6 Coaching to Support Teachers' Implementation of Classwide PBIS p. 97 -- Critical Features of Effective Coaching p. 97 -- Coaching Functions p. 98 -- Options for Delivering Coaching p. 102 -- Evaluating Coaching Outcomes p. 104 -- Access to Coaching p. 104 -- Outcomes of Coaching p. 106 -- Phases of Learning Activities: Chapter 6 p. 107 -- Part III Data-Based Decision Making to Support Teachers' Classwide PBIS Implementation -- 7 Data Collection Systems and Performance Feedback p. 111 -- Options for Efficient and Effective Data Collection p. 112 -- Observer Checklists p. 112 -- Self Assessment Checklists p. 113 -- Measuring Discrete Practices p. 114 -- Selecting an Appropriate Tool and Developing a Data Collection System p. 116 -- Guidelines for Selecting an Implementation Fidelity Measure p. 117 -- Guidelines for Selecting a Student Outcome Measure p. 118 -- Office Discipline Referrals p. 119 -- Additional Guidelines for Selecting an Appropriate Tool p. 120 -- Using Data to Support Teachers' Implementation of CWPBIS Practices p. 122 -- Summarizing Data p. 122 -- Providing Data-Based Performance Feedback p. 122 -- Phases of Learning Activities: Chapter 7 p. 127 -- 8 Differentiated Supports for Teachers p. 129 -- Key Questions to Guide Decision Making p. 130 -- Overview of an MTSS for Supporting Teachers' CWPBIS Implementation p. 133 -- Saying Goodbye p. 137 -- Phases of Learning Activities: Chapter 8 p. 137. Classroom management Psychological aspects. School psychology. http://id.loc.gov/authorities/subjects/sh86007750 Problem children Behavior modification. http://id.loc.gov/authorities/subjects/sh92002398 Behavior disorders in children. http://id.loc.gov/authorities/subjects/sh86005717 Classes (Éducation) Conduite Aspect psychologique. Psychologie scolaire. Troubles du comportement chez l'enfant. Behavior disorders in children fast Classroom management Psychological aspects fast Problem children Behavior modification fast School psychology fast Simonsen, Brandi, author. http://id.loc.gov/authorities/names/no2015031114 Freeman, Jennifer L., author. http://id.loc.gov/authorities/names/n2020005621 has work: Implementing classwide PBIS (Text) https://id.oclc.org/worldcat/entity/E39PCGrGrfxp99wVrV34XvGMbm https://id.oclc.org/worldcat/ontology/hasWork Print version: 9781462543328 1462543324 (DLC) 2019054463 (OCoLC)1130765022 Guilford practical intervention in the schools series. http://id.loc.gov/authorities/names/n2001093684 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2377085 Volltext |
| spellingShingle | Myers, Diane Simonsen, Brandi Freeman, Jennifer L. Implementing classwide PBIS : a guide to supporting teachers / Guilford practical intervention in the schools series. Supporting Teachers' Implementation of Classwide PBIs: Foundations and Basic Principles -- Foundations of Classwide PBIS The Research-to-Practice Gap in Classroom Management Theoretical Foundations of CWPBIS Outcomes, Data, Systems, and Practices Empirically Supported Practices in Classroom Management Maximizing Structure and Actively Engaging Students during Instruction Establishing and Teaching Classroom Routines Arranging the Classroom Environment to Promote Appropriate Behavior Actively Engaging Students in Instruction Establishing and Teaching Positively Stated Expectations Implementing a Continuum of Strategies to Reinforce Appropriate Behavior Behavior-Specific Praise Group Contingencies Behavioral Contracting Token Economies Implementing a Continuum of Strategies to Respond to Inappropriate Behavior Behavior-Specific Error Correction Other Responses to Inappropriate Behavior The Phases of Learning Acquisition Supporting Teachers' Implementation of Classwide PBIS: Foundations and Basic Principles Empirically Supported Strategies to Support Teachers' Classwide PBIS Implementation Data-Based Decision Making to Support Teachers' Classwide PBIS Implementation Phases of Learning Activities: Chapter 1 Behavioral Principles That Impact Adult Behavior Changes The ABCs of Adult Behavior Behaviors Antecedents Summary of ABCs Behavioral Strategies Involved in Supporting Teachers' Implementation of CWPBIS Training New Behaviors Establishing Stimulus Control Programming for Generalization Prompting Reinforcing A Few Final Thoughts about the Science of Behavior Phases of Learning Activities; Chapter 2 Overview of Implementation Supports for Teachers Overview of Implementation Supports Implementation Phases Implementation Drivers Using PBIS to Organize Supports for Teachers: Building Systems of Support Practices Systems What Does This Mean for CWPBIS? Phases of Learning Activities; Chapter 3 Empirically Supported Strategies to Support Teachers' Classwide PBIS Implementation -- A Road Map to Building Systems of Support for Teachers Supporting Teachers' CWPBIS Implementation Common Definitions Guiding Principles Organizing Research-Based PD Systems to Support Teachers Overview of PD Support Approaches Behavioral Principles Applied to PD Systems to Support Teachers Road Map for PD Systems of Support for Teachers: Developing an Action Plan Phases of Learning Activities: Chapter 4 Designing Effective Training Activities for Classwide PBIS Critical Features of Effective Training Explicit Instruction Options for Delivering Training Evaluating Training Outcomes Evaluating Perceptions Evaluating Outcomes Evaluating Changes in Student Behavior Phases of Learning Activities: Chapter 5 Coaching to Support Teachers' Implementation of Classwide PBIS Critical Features of Effective Coaching Coaching Functions Options for Delivering Coaching Evaluating Coaching Outcomes Access to Coaching Outcomes of Coaching Phases of Learning Activities: Chapter 6 Data-Based Decision Making to Support Teachers' Classwide PBIS Implementation -- Data Collection Systems and Performance Feedback Options for Efficient and Effective Data Collection Observer Checklists Self Assessment Checklists Measuring Discrete Practices Selecting an Appropriate Tool and Developing a Data Collection System Guidelines for Selecting an Implementation Fidelity Measure Guidelines for Selecting a Student Outcome Measure Office Discipline Referrals Additional Guidelines for Selecting an Appropriate Tool Using Data to Support Teachers' Implementation of CWPBIS Practices Summarizing Data Providing Data-Based Performance Feedback Phases of Learning Activities: Chapter 7 Differentiated Supports for Teachers Key Questions to Guide Decision Making Overview of an MTSS for Supporting Teachers' CWPBIS Implementation Saying Goodbye Phases of Learning Activities: Chapter 8 Classroom management Psychological aspects. School psychology. http://id.loc.gov/authorities/subjects/sh86007750 Problem children Behavior modification. http://id.loc.gov/authorities/subjects/sh92002398 Behavior disorders in children. http://id.loc.gov/authorities/subjects/sh86005717 Classes (Éducation) Conduite Aspect psychologique. Psychologie scolaire. Troubles du comportement chez l'enfant. Behavior disorders in children fast Classroom management Psychological aspects fast Problem children Behavior modification fast School psychology fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh86007750 http://id.loc.gov/authorities/subjects/sh92002398 http://id.loc.gov/authorities/subjects/sh86005717 |
| title | Implementing classwide PBIS : a guide to supporting teachers / |
| title_alt | Supporting Teachers' Implementation of Classwide PBIs: Foundations and Basic Principles -- Foundations of Classwide PBIS The Research-to-Practice Gap in Classroom Management Theoretical Foundations of CWPBIS Outcomes, Data, Systems, and Practices Empirically Supported Practices in Classroom Management Maximizing Structure and Actively Engaging Students during Instruction Establishing and Teaching Classroom Routines Arranging the Classroom Environment to Promote Appropriate Behavior Actively Engaging Students in Instruction Establishing and Teaching Positively Stated Expectations Implementing a Continuum of Strategies to Reinforce Appropriate Behavior Behavior-Specific Praise Group Contingencies Behavioral Contracting Token Economies Implementing a Continuum of Strategies to Respond to Inappropriate Behavior Behavior-Specific Error Correction Other Responses to Inappropriate Behavior The Phases of Learning Acquisition Supporting Teachers' Implementation of Classwide PBIS: Foundations and Basic Principles Empirically Supported Strategies to Support Teachers' Classwide PBIS Implementation Data-Based Decision Making to Support Teachers' Classwide PBIS Implementation Phases of Learning Activities: Chapter 1 Behavioral Principles That Impact Adult Behavior Changes The ABCs of Adult Behavior Behaviors Antecedents Summary of ABCs Behavioral Strategies Involved in Supporting Teachers' Implementation of CWPBIS Training New Behaviors Establishing Stimulus Control Programming for Generalization Prompting Reinforcing A Few Final Thoughts about the Science of Behavior Phases of Learning Activities; Chapter 2 Overview of Implementation Supports for Teachers Overview of Implementation Supports Implementation Phases Implementation Drivers Using PBIS to Organize Supports for Teachers: Building Systems of Support Practices Systems What Does This Mean for CWPBIS? Phases of Learning Activities; Chapter 3 Empirically Supported Strategies to Support Teachers' Classwide PBIS Implementation -- A Road Map to Building Systems of Support for Teachers Supporting Teachers' CWPBIS Implementation Common Definitions Guiding Principles Organizing Research-Based PD Systems to Support Teachers Overview of PD Support Approaches Behavioral Principles Applied to PD Systems to Support Teachers Road Map for PD Systems of Support for Teachers: Developing an Action Plan Phases of Learning Activities: Chapter 4 Designing Effective Training Activities for Classwide PBIS Critical Features of Effective Training Explicit Instruction Options for Delivering Training Evaluating Training Outcomes Evaluating Perceptions Evaluating Outcomes Evaluating Changes in Student Behavior Phases of Learning Activities: Chapter 5 Coaching to Support Teachers' Implementation of Classwide PBIS Critical Features of Effective Coaching Coaching Functions Options for Delivering Coaching Evaluating Coaching Outcomes Access to Coaching Outcomes of Coaching Phases of Learning Activities: Chapter 6 Data-Based Decision Making to Support Teachers' Classwide PBIS Implementation -- Data Collection Systems and Performance Feedback Options for Efficient and Effective Data Collection Observer Checklists Self Assessment Checklists Measuring Discrete Practices Selecting an Appropriate Tool and Developing a Data Collection System Guidelines for Selecting an Implementation Fidelity Measure Guidelines for Selecting a Student Outcome Measure Office Discipline Referrals Additional Guidelines for Selecting an Appropriate Tool Using Data to Support Teachers' Implementation of CWPBIS Practices Summarizing Data Providing Data-Based Performance Feedback Phases of Learning Activities: Chapter 7 Differentiated Supports for Teachers Key Questions to Guide Decision Making Overview of an MTSS for Supporting Teachers' CWPBIS Implementation Saying Goodbye Phases of Learning Activities: Chapter 8 |
| title_auth | Implementing classwide PBIS : a guide to supporting teachers / |
| title_exact_search | Implementing classwide PBIS : a guide to supporting teachers / |
| title_full | Implementing classwide PBIS : a guide to supporting teachers / Diane Myers, Brandi Simonsen, Jennifer Freeman ; foreword by George Sugai. |
| title_fullStr | Implementing classwide PBIS : a guide to supporting teachers / Diane Myers, Brandi Simonsen, Jennifer Freeman ; foreword by George Sugai. |
| title_full_unstemmed | Implementing classwide PBIS : a guide to supporting teachers / Diane Myers, Brandi Simonsen, Jennifer Freeman ; foreword by George Sugai. |
| title_short | Implementing classwide PBIS : |
| title_sort | implementing classwide pbis a guide to supporting teachers |
| title_sub | a guide to supporting teachers / |
| topic | Classroom management Psychological aspects. School psychology. http://id.loc.gov/authorities/subjects/sh86007750 Problem children Behavior modification. http://id.loc.gov/authorities/subjects/sh92002398 Behavior disorders in children. http://id.loc.gov/authorities/subjects/sh86005717 Classes (Éducation) Conduite Aspect psychologique. Psychologie scolaire. Troubles du comportement chez l'enfant. Behavior disorders in children fast Classroom management Psychological aspects fast Problem children Behavior modification fast School psychology fast |
| topic_facet | Classroom management Psychological aspects. School psychology. Problem children Behavior modification. Behavior disorders in children. Classes (Éducation) Conduite Aspect psychologique. Psychologie scolaire. Troubles du comportement chez l'enfant. Behavior disorders in children Classroom management Psychological aspects Problem children Behavior modification School psychology |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2377085 |
| work_keys_str_mv | AT myersdiane implementingclasswidepbisaguidetosupportingteachers AT simonsenbrandi implementingclasswidepbisaguidetosupportingteachers AT freemanjenniferl implementingclasswidepbisaguidetosupportingteachers |