Managing Classroom Behavior Using Positive Behavior Supports eBook : 9780133467130

Managing Classroom Behavior Using Positive Behavior Supports eBook

Published by
Pearson Higher Ed USA
Title type
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About the book: For students taking courses in classroom or behaviour management. An essential how-to guide to positive behaviour support in schools.

Written as a methods manual for positive behaviour support (PBIS) in school settings, this first edition text focuses on practical strategies for the classroom with step-by-step application examples. After an opening chapter that reviews the key literature and concepts related to evidence-based practice in positive behaviour support, the text quickly moves on to a well-organized collection of indispensable tutorials, methods, and applications for teachers written in clear, down-to-earth language and supplemented with real-life examples.

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Table of contents
  • Chapter 1 Introduction to a Prevention-Focused Model of Behavior Support
  • Chapter 2 Understanding Behavior
  • Chapter 3 Overview of a Functional Approach to Intervention
  • Chapter 4 Measuring Behavior in the School
  • Chapter 5 Using Data to Make Instructional Decisions
  • Chapter 6 A Function-Based Perspective of Classroom Management           
  • Chapter 7 Effective Instruction for Behavior
  • Chapter 8 Antecedent Interventions in the Classroom
  • Chapter 9 Using Consequences to Encourage Student Behavior in the Classroom
  • Chapter 10 Designing Individualized Instructional Strategies
  • Chapter 11 Creating Environments That Predict Individual Student Success
  • Chapter 12 Strategies for Responding to Individual Success: Reinforcement
  • Chapter 13 Strategies for Responding to Individual Misbehavior: Punishment Issues
  • Chapter 14 Behavior Support Plans
  • Appendix A–Behavior Support Plan Template
  • Name Index
  • Subject Index
Features & benefits
  • A “How-to” approach encourages readers to focus on concept applications and strategies.
  • Organised in a sequential manner giving readers a systematic schema to understand how PBIS principles are applied at the school-wide, classroom, and individual levels.
  • A “teacher friendly” writing style focuses the reader on the application of positive behavior support instead of on terminology or technical vocabulary.
  • Real-life scenarios are used to link the steps and sub-components of strategies, helping readers identify the important components and applications of specific strategies through others’ classroom experiences.
  • Clear definitions of key terms and concepts, which are further explained with the use of tables and examples, allow readers to easily understand and synthesise new material.
  • Helpful tables and graphics are used throughout the text to clarify complex relationships and decisions in a more visual format.
Author biography

Terrance M. Scott is a Professor and Distinguished University Scholar at the University of Louisville where he directs the Center for Academic and Behavior Research. He received his Ph.D. in Special Education in 1994 and began his special education career as a counselor in a residential treatment center adjudicated adolescent boys. After receiving his master’s degree in special education he taught in self-contained classrooms and directed public school programs for students with emotional and behavioral disorders.


Peter J. Alter is an Assistant Professor at the University of Louisville. He holds a Ph.D. from the University of Florida. Dr. Alter has published multiple journal articles and book chapters and conducted over 50 regional, national and international presentations on classroom intervention strategies and behavior supports. He is the current co-editor of the professional journal Beyond Behavior. Prior to earning his doctorate, Dr. Alter spent 10 years working with students with challenging behavior including the final six years in Florida public schools as a teacher of students with emotional and behavioral disorders in self-contained settings.


Cynthia M. Anderson is an Associate Professor at University of Oregon. She is the Department Chair of Special Education and Clinical Sciences within the College of Education. She holds her PhD in Clinical Child Psychology from West Virginia University and is a licensed psychologist. Dr. Anderson has published over 60 books, chapters, and training documents on behavior supports and systems-change in education. She regularly conducts trainings, workshops, and presentations for educators on behavior support and systems-change. Her research interests focus on functional behavior assessment and intervention, secondary interventions for behavior disorders, and school-wide systems change.

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