School Discipline, Classroom Management, and Student Self-Management: A PBS Implementation Guide

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Corwin Press, Jun 12, 2012 - Education - 300 pages
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This book provides a pragmatic, easy-to-follow blueprint for Positive Behavior Support Systems (PBSS) implementation that integrates academics, instruction, and achievement with discipline, behavior management, and student self-management.
 

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PROYECTO GENOCIDIO NORTE AMERICANOS USA EE.UU. ASESINANDO Y TORTURANDO.
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NEGRO PONTE TORTURAS DEL AREA 51 (Killing Softly) NARCOTRAFICANTES VIOLADORES ASESINOS LADRONES
EL REY DE ESPAÑA CONSUME DROGAS NARCOTRAFICO DEL REY ESPAÑOL CIUDADANOS VENEZOLANOS USADOS COMO RATAS LEY ANTI MIND CONTROL TORTURAS MENTALES.
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DENUNCIA A MINISTROS CHAVISTAS HOLOCAUSTO LATINO AMERICANO Julio Cesar Pineda WWW.docs.google.com/open?id=0B7rdd1w6dkcSamZTX1ZNWWZmVkk
Universidad de Carabobo.
JUAN CARLOS VALLEJOS VZLA 04144229169
Facultad de derecho.
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Contents

INTEGRATING A SCHOOLWIDE POSITIVE BEHAVIORAL SUPPORT SYSTEM PBSS BLUEPRINT INTO AN EFFECTIVE SCHOOLS PROCESS
1
Introduction
2
Student Competency and SelfManagement Defined
4
The Underlying Science and Six Components of the EvidenceBased PBSS Blueprint
15
The Three Tiers within the PBSS Blueprint
27
Summary
29
SCHOOL READINESS AND THE STEPS FOR PBSS IMPLEMENTATION
31
Introduction
32
Note
128
SCHOOL SAFETY AND CRISIS PREVENTION INTERVENTION AND RESPONSE
129
Introduction
131
Prevention
132
Problem Solving
143
Crisis Management and Emergency Operations Plans and Processes
154
Summary
157
TEASING TAUNTING BULLYING HARASSMENT HAZING AND PHYSICAL AGGRESSION
159

Goals of a Schoolwide Positive Behavioral Support System
33
A FourYear PBSS Implementation Blueprint
34
PreImplementation Year 1
35
Implementation Year 1
43
Implementation Year 2
47
Implementation Year 2 Activities
48
Implementation Year 3
50
Summary
51
THE SCHOOL DISCIPLINE PBSS AND OTHER COMMITTEES EFFECTIVE TEAM AND GROUP FUNCTIONING
53
Introduction
54
Using the Effective Schools Blueprint to Organize a Schools Committee Structure
55
Characteristics of Effective Committees
61
The Committee Mission Role and Function Document
63
The Most Typical School DisciplinePBSS Committee Activities and their Infusion into GradeLevel or Instructional Team Activities
64
Summary
65
Appendix 31
66
Appendix 32
70
Primary BuildingLevel SPRINT Team Goals Objectives and Outcomes
71
BEHAVIORAL ACCOUNTABILITY STUDENT MOTIVATION AND STAFF CONSISTENCY
75
Introduction
76
The Components within The Behavioral Matrix
78
Developing The Behavioral Matrix
87
At The School DisciplinePBSS Committee
88
At the GradeLevel Teams
89
At the School DisciplinePBSS Committee
98
At the GradeLevel Teams
101
At the School DisciplinePBSS Committee
102
With All Faculty and Students
103
Summary
104
Note
106
TEACHING SOCIAL EMOTIONAL AND BEHAVIORAL SKILLS
107
Introduction
109
The Scientific Criteria of an Effective Social Emotional and Behavioral Skills Program
111
Applying The Scientific Criteria Using the Stop Think Social Skills Program
112
A Brief Review of Some Notable Social Emotional and Behavioral Skills Programs
121
Selecting a Skills Program At The District Level
125
Summary
127
Introduction
160
Definitions Impacts and Approaches
161
The Special Situation Domains for Teasing Taunting Bullying Harassment Hazing and Physical Aggression
165
A Special Note About Cyberbullying and Hazing
179
Summary
181
Note
182
FUNCTIONAL ASSESSMENT AND WHY STUDENTS BECOME BEHAVIORALLY CHALLENGING
183
Introduction
184
Describing RTI
185
The Databased Functional Assessment ProblemSolving Process
188
Completing a Gap Analysis
189
The Development of Hypotheses
195
Assessing to Confirm or Reject Hypotheses
203
Designing Interventions and Writing the Intervention Plans
206
Implementing the Intervention Plan and Process
214
Formative and Summative Evaluations of the Outcomes
215
Note
216
BEHAVIORAL INTERVENTIONS FOR STUDENTS WITH STRATEGIC AND INTENSIVE NEEDS
217
Introduction
219
Strategic Student Support at the Tier 2 Level
220
Strategic Skills Instruction and Intervention at the Tier 2 Level
222
Strategic Motivational Interventions at The Tier 2 Level
225
Strategic Special Situation Interventions at the Tier 2 Level
241
Social Emotional and Behavioral InstructionIntervention at the Tier 3 Level
242
Summary
244
Note
246
EVALUATING AND SUSTAINING PBSS OUTCOMES
247
Introduction
248
Revisiting the Primary PBSS Goals and Connecting them to Evaluation
249
A Sample of Newer Tools and Approaches
251
Implementing Systematic Articulation Processes
272
The School DisciplinePBSS Committee Membership and its Annual Strategic Planning
275
Summary
281
Note
282
REFERENCES
283
INDEX
291
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About the author (2012)

Howard M. Knoff, Ph.D. is the creator and Director of Project ACHIEVE. After 22 years as a university professor, he is now a full-time national consultant, author, and lecturer; and he has been the Director of the State Improvement/Personnel Development Grant for the Arkansas Department of Education—Special Education Unit since 2003. Formerly a Professor of School Psychology at the University of South Florida (Tampa, FL) for 18 years and Director of its School Psychology Program for 12 years, Dr. Knoff was also the creator and Director of the Institute for School Reform, Integrated Services, and Child Mental Health and Educational Policy at USF.


As Director of Project ACHIEVE, a nationally-known school effectiveness/improvement program that was designated a National Model Prevention Program by the U.S. Department of Health & Human Service’s Substance Abuse and Mental Health Services Administration (SAMHSA) in 2000, Dr. Knoff has trained over 1,500 schools or school districts in every state over a 25-year period.

As Director of the Arkansas State Improvement/Personnel Development Grant (SIG/SPDG), a multi-million dollar grant from the U.S. Department of Education, Office of Special Education Programs, he helps to oversee the primary SPDG goals of: the statewide implementation of Project ACHIEVE’s Positive Behavioral Support System approach; literacy and mathematics interventions for at-risk, underachieving, and students with disabilities; Response-to-Instruction and Intervention and Closing the Achievement Gap, technical assistance to schools/districts in School Improvement status; and special education and related service recruitment, training, and retention.

Dr. Knoff received his Ph.D. degree from Syracuse University in 1980, and has worked as a practitioner, consultant, licensed private psychologist, and university professor since 1978. Dr. Knoff is widely respected for his research and writing on school reform and organizational change, consultation and intervention processes, social skills and behavior management training, Response-to-Intervention, and professional issues. He has authored or co-authored 18 books, published over 75 articles and book chapters, and delivered over 500 papers and workshops nationally—including the Stop & Think Social Skills Program (Preschool through Middle School editions) and the Stop & Think Parent Book: A Guide to Children’s Good Behavior. In addition, he was on the writing team that helped produced Early Warning, Timely Response: A Guide to Safe Schools, the document commissioned by President Clinton after the first wave of school shootings in the Fall of 1998.

Dr. Knoff has a long history of working with schools, districts, and community and state agencies and organizations. For example, he has consulted with a number of state departments of education, the Department of Defense Dependents School District during Desert Storm, and the Southern Poverty Law Center. He has also served as an expert witness in federal court five times, in addition to working on many other state and local cases—largely for legal advocacy firms who are representing special education and other students in need.

A recipient of the Lightner Witmer Award from the American Psychological Association's School Psychology Division for early career contributions in 1990, and over $18 million in external grants during his career, Dr. Knoff is a Fellow of the American Psychological Association (School Psychology Division), a Nationally Certified School Psychologist, a Licensed Psychologist in Arkansas, and he has been trained in both crisis intervention and mediation processes. Frequently interviewed in all areas of the media, Dr. Knoff has been on the NBC Nightly News, numerous television and radio talk shows, and he was highlighted on an ABC News' 20/20 program on "Being Teased, Taunted, and Bullied." Finally, Dr. Knoff was the 21st President of the National Association of School Psychologists which now represents more than 25,000 school psychologists nationwide.

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