Tasked chiefly with providing effective instruction, classroom teachers must also manage student behavior. Prevalence of student problem behavior is a strong indicator of failing schools, and has been linked to reduced academic achievement, truancy, bullying, and loss of teacher time. As such demand is on the rise for intervention programs that may effectively reduce levels of problem behavior in schools.
Handbook of Behavioral Interventions in Schools is a comprehensive collection of evidence-based strategies for addressing student behavior in the classroom and other school settings. Experts in the fields of special education and school psychology provide practical guidance on over twenty behavior interventions that can be used to promote appropriate student behavior. Framed within a multi-tiered system of support, a framework representing one of the predominant service delivery models
in schools, interventions are categorized as Tier I, Tier II, or Tier III, and chapters provide insight into how students might be placed in and moved through respective levels of service intensity. Each chapter details a specific intervention strategy, and includes reproducible materials to facilitate use
of the intervention, case studies, and further reading for school-based practitioners. Introductory chapters on behavior analysis, multi-tiered systems of support, and law and ethics place the practical guides in a context that is relevant for school-based practice. Walking readers through the entire process of assessment of problem behaviors to intervention and progress monitoring, Handbook of Behavioral Interventions in Schools is an invaluable resource for special education
teachers, school psychologists, and trainees in these fields.
Publisher: Oxford University Press Inc
Number of pages: 584
Weight: 934 g
Dimensions: 235 x 162 x 48 mm
Handbook of Behavioral Interventions in Schools is one of the best books in the field of behavior management to be written in the last couple of decades. What makes this book so useful to practitioners is that at each of the Tiers, the contributing authors offer several chapters focused on field-tested methods of behavioral interventions that are humane and effective. Ethical considerations of the various intervention methods are also offered to ensure that children
who are the target of behavior-change strategies are treated with dignity and respect in all facets of treatment. Controversial interventions, such as seclusion and restraint, are presented with appropriate caveats for those practitioners and administrators who choose those approaches as a last
resort. All special educators and special education administrators should read this book and keep it handy. * CHOICE *
I can't wait to assign this book for my graduate students to read as part of their intervention course. By recruiting experts with both practical and research experiences, the authors have managed to develop an edited book that my students will be able to learn from in class and then use when developing interventions within the schools. This book should be a mandatory purchase for every person involved in the MTSS process. * Scott P. Ardoin, PhD, BCBA-D, Professor and Department Head, Department of Educational Psychology and Co-Director, Center for Autism and Behavioral Education Research, University of Georgia *
Radley, Dart, and colleagues have provided an exceptional resource for school-based practitioners invested in supporting students with emotional and behavior problems. Organized in a multi-tiered systems of support framework, the authors provide a rich quiver of tools that can be brought to bear to improve student behavior and performance at each level of the three-tiered framework. This work is sure to be a well-worn resource for practitioners and a useful text for
graduate students in a variety of fields including special education, school psychology, and applied behavior analysis. * Robert J. Volpe, PhD, Professor and Interim Chair, Department of Applied Psychology, Northeastern University *