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Positive Behavior Support in Secondary Schools
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Table of Contents

1. Foundational Ideas2. Adolescent Needs and Secondary Settings3. The Importance of School Climate4. Planning for Implementation5. Schoolwide Interventions6. Monitoring Implementation and Outcomes Using Data7. Schoolwide Screening 8. Targeted Interventions: Tier 29. Individual Interventions: Tier 3 10. Sustainability and Maintenance

About the Author

Ellie L. Young, PhD, NCSP, Department of Counseling Psychology and Special Education; Paul Caldarella, PhD, Center for the Improvement of Teacher Education and Schooling; Michael J. Richardson, PhD; Department of Teacher Education, and K. Richard Young, PhD; Dean, McKay School of Education; all at: Brigham Young University, Provo, UT, USA

Reviews

"A well-timed, valuable resource for school staff, principals, and district leaders. This highly readable, straightforward book provides pragmatic, functional guidance for implementing an effective PBS system within a school-wide model. Attention to the particular challenges of adolescent development and secondary contexts -- along with realistic examples of students and schools -- are unique strengths of the book. The authors provide a strong rationale for the use of PBS in middle and high schools, explain the work that must be done to set the stage for (and sustain) effective implementation, and describe implementation across all three tiers of response to intervention. This book would be an excellent text for administrative licensure and school psychology programs or for courses on advanced behavior management for teachers." - Deanne A. Crone, Centre on Teaching and Learning, University of Oregon, USA "This book offers exactly what the title promises -- a practical guide that is relevant for secondary settings. Readers will increase their understanding of the 'what,' 'why,' and 'how-to' of implementing PBS. The authors describe useful strategies that are grounded in research, emphasizing the critical importance of collaborating with teachers, administrators, and community stakeholders to enhance the school climate." - Hank Bohanon, School of Education, Loyola University Chicago, USA

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