Handbook of Behavioral Interventions in Schools: Multi-Tiered Systems of Support

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.

Table of Contents:
1. What is Behavior? Christopher M. Furlow 2. Behavioral Interventions Kate A. Helbig, Sarah J. Wright, James R. Derieux, Stefanie R. Schrieber, and Keith C. Radley 3. A Practitioner's Guide to Understanding the Evidence John. L. Davis 4. Behavior Assessment Sarah J. Wright, Kate A. Helbig, Stefanie R. Schrieber, James R. Derieux, Evan H. Dart 5. Graphing Data and Visual Analysis Keith C Radley and Evan H. Dart 6. Functional Behavior Assessment Brad A. Dufrene and M. P. Lundy 7. General Model of Service Delivery for School-Based Interventions Stephen P. Kilgus and Nathaniel P. von der Embse 8. Chapter 8: Behavioral Collaboration and Consultation Matthew J. Gormley, Rachel E. Meisinger, Susan M. Sheridan 9. Intervention Integrity Melissa A. Collier-Meek, Emily R. DeFouw, Kaitlin Gould 10. Tier I Basics Lindsay M. Fallon, Marlana R. Mueller, Kathryn D. Kurtz, and Sadie C. Cathcart 11. Group Contingencies Tai A. Collins, Renee O. Hawkins, Kamonta Heidelburg, and Keisha Hill 12. Whole School PBIS Rules and Rewards Systems Adam B. Feinberg and Janet VanLone 13. Antecedent Interventions Lee Kern and Rui Chen 14. Social Skills and Bullying Prevention Programs Samuel Y. Song, Michelle Zochowski, Wynn Tashman, Stephanie Houle, and Beth Doll 15. Reductive Interventions Daniel D. Drevon and Michael D. Hixson 16. Tier Two Basics Amy Campbell, Billie Jo Rodriguez, and Kristen Schrauben 17. Check-In/Check-Out Kevin J. Filter 18. Self-Management Amy M. Briesch, Aberdine R. Donaldson, and Noora Abdulkerim 19. Peer-Mediated Interventions Evan H. Dart, Lauren E. McKinley, and Kate A. Helbig 20. Behavior Contracts Heather S. Davis and Rovi Hidalgo 21. School-home Notes and Daily Behavior Report Cards Faith G. Miller, Sarah Wollersheim-Shervy, and Alexandria Muldrew 22. Selected Social Emotional Learning Interventions Frank M. Gresham, Shelby Byrd, and Kaitlin Cassidy 23. Tier Three Basics Renee O. Hawkins, Tai A. Collins, Carla Luevano, and Amanda Faler 24. Function-Based Interventions Michael J. Vance 25. Time-Out Procedures in School Settings Roderick D. O'Handley, D. Joe Olmi, and Abigail Kennedy 26. Target Social Skills Training for Idiosyncratic Behaviors, Aggression, and Noncompliance Roderick D. O'Handley and Christian V. Sabey 27. Seclusion and Restraint as an Emergency Crisis Response Aaron J. Fischer, Magenta Silberman, Lauren Perez, and Christina Omlie 28. Legal and Ethical Considerations for Providing Behavior Interventions in Schools David A. Klingbeil, Samuel A. Maurice, and Amber L. Schramm

About the Author :
Keith C. Radley is an Assistant Professor in the Department of Psychology at the University of Southern Mississippi. He completed his doctoral training in educational psychology in 2011 at the University of Utah. Dr. Radley is a licensed psychologist, nationally board-certified behavior analyst, nationally certified school psychologist. His research interests include interventions for individuals with autism spectrum disorder, classroom management strategies, and data collection and graph assembly for single case design. Evan H. Dart is an Assistant Professor in the Department of Psychology at the University of Southern Mississippi. He completed his doctoral training in school psychology in 2013 at Louisiana State University with an emphasis in applied behavior analysis. Dr. Dart is a licensed psychologist and nationally board-certified behavior analyst. His research interests include peer management, linear graph assembly and visual analysis, and factors impacting treatment fidelity.

Review :
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. 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. 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.