The Pbis Tier Two Handbook: A Practical Approach to Implementing Targeted Interventions, Hannigan Jessica Djabrayan, Hannigan John E.
Автор: Brown-Chidsey Rachel, Bickford Rebekah Название: Practical Handbook of Multi-Tiered Systems of Support: Building Academic and Behavioral Success in Schools ISBN: 1462522491 ISBN-13(EAN): 9781462522491 Издательство: Taylor&Francis Рейтинг: Цена: 61240.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Accessible and comprehensive, this book shows how to build a schoolwide multi-tiered system of support (MTSS) from the ground up. The MTSS framework encompasses tiered systems such as response to intervention (RTI) and positive behavioral interventions and supports (PBIS), and is designed to help all K-12 students succeed. Every component of an MTSS is discussed: effective instruction, the role of school teams, implementation in action, assessment, problem solving, and data-based decision making. Practitioner-friendly features include reflections from experienced implementers and an extended case study. Reproducible checklists and forms can be downloaded and printed in a convenient 8 1/2" x 11" size.
Автор: Djabrayan Hannigan Jessica, Hauser Linda A. Название: The Pbis Tier One Handbook: A Practical Approach to Implementing the Champion Model ISBN: 1483375579 ISBN-13(EAN): 9781483375571 Издательство: Sage Publications Рейтинг: Цена: 28500.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This book helps teachers and administrators develop an RTI behavior system at their school or district that is practical and easy to implement and demonstrates positive change in behavioral and academic data.
Автор: Hannigan Jessica Djabrayan, Hannigan John E. Название: The Pbis Tier Three Handbook: A Practical Guide to Implementing Individualized Interventions ISBN: 1544301170 ISBN-13(EAN): 9781544301174 Издательство: Sage Publications Рейтинг: Цена: 28500.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This step-by-step guide helps identify students who need Tier Three support, create procedures and protocols, and develop individualized interventions.
For all K-12 students and staff to benefit from positive behavior interventions and supports (PBIS), effective, evidence-based practices need to be in place schoolwide. Now there's a valid and reliable tool that checks the effectiveness of your whole school's PBIS efforts--without any need for an outside evaluator. SAPR(TM)-PBIS is the most efficient, comprehensive way to compare your current PBIS efforts with evidence-based practices and benchmarks. Six to ten team members from your school fill out individual self-assessments, rating themselves on key building blocks of successful PBIS. Then your whole team comes together to discuss results, set clear goals for improvement, and assess progress.
Proven in pilot studies to improve students' social outcomes and staff satisfaction, SAPR(TM)-PBIS gives your team the critical information you need to
Strengthen all three tiers of schoolwide PBIS
Link assessment results with step-by-step, evidence-based action items
Boost teamwork and build consensus
Track progress toward your PBIS goals
Troubleshoot stalled progress toward goals
Reduce time spent managing behavior issues
With this highly reliable, easy-to-use tool, you can be confident that your school is implementing evidence-based PBIS practices that help improve all students' social and academic outcomes. SAPR(TM)-PBIS At A GlanceWhat it does: , Helps your team evaluate the effectiveness of schoolwide PBIS efforts, Grade range: , K-12, When it's conducted: , Twice a year (fall and spring), Areas screened: , 10 building blocks of PBIS, from functional behavior assessments to partnerships with families, Who completes and scores it: , 6-10 team members from your school (administrator, school psychologist, counselor, special and general education teachers, and paraprofessionals), Time to complete: , 30 minutes for individual self-assessment forms; 60-90 minutes for team form (completed during a team meeting), Scores provided: , Overall ratings in 10 key areas to identify 3 or more priorities for improvement, Norm-referenced and criterion-referenced?, Yes, Standardization sample: , 23 schools, with 150 individual staff members, Components: , Manual and tool,
Purchase both the Manual and the Tool for complete implementation of SAPR(TM)-PBIS
For all K-12 students and staff to benefit from positive behavior interventions and supports (PBIS), effective, evidence-based practices need to be in place schoolwide. Now there's a valid and reliable tool that checks the effectiveness of your whole school's PBIS efforts--without any need for an outside evaluator. SAPR(TM)-PBIS is the most efficient, comprehensive way to compare your current PBIS efforts with evidence-based practices and benchmarks. Six to ten team members from your school fill out individual self-assessments, rating themselves on key building blocks of successful PBIS. Then your whole team comes together to discuss results, set clear goals for improvement, and assess progress.
Proven in pilot studies to improve students' social outcomes and staff satisfaction, SAPR(TM)-PBIS gives your team the critical information you need to
Strengthen all three tiers of schoolwide PBIS
Link assessment results with step-by-step, evidence-based action items
Boost teamwork and build consensus
Track progress toward your PBIS goals
Troubleshoot stalled progress toward goals
Reduce time spent managing behavior issues
With this highly reliable, easy-to-use tool, you can be confident that your school is implementing evidence-based PBIS practices that help improve all students' social and academic outcomes. SAPR(TM)-PBIS At A GlanceWhat it does: , Helps your team evaluate the effectiveness of schoolwide PBIS efforts, Grade range: , K-12, When it's conducted: , Twice a year (fall and spring), Areas screened: , 10 building blocks of PBIS, from functional behavior assessments to partnerships with families, Who completes and scores it: , 6-10 team members from your school (administrator, school psychologist, counselor, special and general education teachers, and paraprofessionals), Time to complete: , 30 minutes for individual self-assessment forms; 60-90 minutes for team form (completed during a team meeting), Scores provided: , Overall ratings in 10 key areas to identify 3 or more priorities for improvement, Norm-referenced and criterion-referenced?, Yes, Standardization sample: , 23 schools, with 150 individual staff members, Components: , Manual and tool,
This product is sold in a package of 10.
Purchase both the Manual and the Tool for complete implementation of SAPR(TM)-PBIS
Research on the academic and social impairments related to disruptive behavior disorders, such as Attention-Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD), suggests that youth with these disorders are at unusually high risk for school failure, school dropout, significant behavior problems, social rejection, and alcohol/substance abuse and dependence when compared to their peers. Clearly, effective interventions for this population are essential. However, research also suggests that due in part to deficits in executive functioning (e.g., memory, organization, planning), youth with disruptive behavior disorders are unlikely to benefit from interventions drawing strictly from cognitive or insight-based therapies. Therefore, the literature regarding counseling and therapy for adolescents seems to divide along two general lines: 1) a rich and growing counseling literature on internalizing disorders (e.g., CBT for social anxiety) and transition planning (e.g., college and career counseling), and 2) an equivocal counseling literature on externalizing disorders, where theory, research, and practice are rarely integrated.
The proposed book bridges the gaps in the literature by integrating research and practice specific to the difficulties experienced by adolescents with disruptive behavior disorders. Much of our discussion will be based on our research of the Challenging Horizons Program and the High School Treatment Development Project conducted at James Madison University. During the course of these studies, graduate and undergraduate students have been trained to build alliances with adolescents, their teachers, and their families for the purpose of implementing evidence-based interventions. Counseling Adolescents with Disruptive Behavior Disorders describes this process in detail--drawing directly from the research and the relevant literature--with a focus on how this research can inform practice.
This therapeutic approach is best described as "solution-focused" because it uses a trans-theoretical model, similar to that advocated by Steve de Shazer, John J. Murphy, and others. Counseling Adolescents with Disruptive Behavior Disorders builds on this tradition by describing how these concepts and techniques can be applied to youth with disruptive behaviors, while providing the reader with specific intervention ideas, troubleshooting strategies, and research findings from these studies and others.
Автор: Hatch Trish, Duarte Danielle Rosa, de Gregorio Lisa K. Название: Hatching Results for Elementary School Counseling: Implementing Core Curriculum and Other Tier 1 Activities ISBN: 1506389643 ISBN-13(EAN): 9781506389646 Издательство: Sage Publications Рейтинг: Цена: 35890.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This book helps readers create and implement high-quality Tier 1 systems of support, including core curriculum classroom lessons and schoolwide activities.
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