Behavior Management: Principles and Practices of Positive Behavior Supports

Unlock the power of positive behavior intervention supports for your students
Behavior Management: Principles and Practices of Positive Behavior Supports provides readers with a thorough overview of behavior analysis and PBIS theory and applications. Using vignettes and student examples, the book shows teachers how to achieve optimal behavioral and learning outcomes for their students—regardless of the challenging behavior exhibited. Chapters address universal tools such as reinforcement, meaningful instruction, and student progress monitoring. Behavior support plans demonstrate how to implement techniques for students at all levels and abilities across learning environments

Referencing the latest research in the field, the 4th Edition expands its coverage of prevention, schoolwide PBIS, and student progress monitoring.

Table of Contents:
Brief Contents CHAPTER  1  Understanding Behavior in Children and Youth  1 CHAPTER  2  Family/Professional Partnerships 26 CHAPTER  3  Ensuring Ethical Practices in the Delivery of PBIS 52 CHAPTER  4  Prevention Through Effective Instruction 74 CHAPTER  5  Understanding Functional Behavior Assessment 103 CHAPTER  6  Single-Case Design 124 CHAPTER  7   Planning Positive Behavioral Interventions & Supports 143 CHAPTER  8   Evaluating Positive Behavioral Interventions & Supports 169 CHAPTER  9   Using Reinforcement to Increase Appropriate Behavior 193 CHAPTER  10  Teaching Positive Replacement Behaviors 215 CHAPTER  11  Minimizing Challenging Behavior 234 CHAPTER  12  PBIS and Self-Determination 249 References 269  Name Index 291  Subject Index 295

About the Author :
John J. Wheeler, Ph.D., is currently Professor of Special Education at East Tennessee State University. Dr. Wheeler has served in many roles during his 35-year career including service as a special education teacher, professor, researcher, associate dean, and dean. His career has focused on the provision of technical assistance, program development, and research in the delivery of positive behavioral interventions and supports to children with autism spectrum disorder and other developmental disabilities in rural and underserved areas.

David Dean Richey, Ph.D. (1943—2014), received his Ph.D. in 1974 from the University of North Carolina—Chapel Hill and had many professional roles while at Tennessee Tech University, including Professor, Associate Dean, and Interim Dean of the College of Education. He worked tirelessly for the care and well-being of young children with special needs and their families, specifically in his pivotal role in the establishment of Tennessee’s Early Intervention System in the Upper Cumberland region of Tennessee. Dr. Richey was a devoted husband to his wife Linda; father to Patrick, Amy, Amanda, Hicham, Adam, and Gervan; and active grandfather to Noor, Lena, and Kaja. He was also a compassionate advocate for families and children, a mentor to countless students, a scholar, and a prolific gardener.