Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings

Melissa A. Stormont - University of Missouri, USA
Tim Lewis - University of Missouri, USA
Rebecca Sue Beckner - Iowa Wesleyan College
Nanci Johnson - Columbia Public Schools
Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings
November 2007 | 152 pages | Corwin
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eBook
ISBN: 9781452294148
Available from January 0001
Paperback
ISBN: 9781412940566
Available from January 0001

Description

"The book's strengths are its practical information and the specific ways of looking at expectations and developing a common language. The forms included will be of great benefit to school teams."
—Susan Safarik, Supervisor, Department of Special Education
Lincoln Public Schools, NE

"Provides a lot of research and breaks down the processes for implementing positive behavior supports effectively in schools. Step-by-step directions, sample forms, and examples make the processes easy to incorporate and understand."
—Julia DeGarmo, Special Education Specialist
Columbus City Schools, OH

Learn how to teach and support appropriate behavior and build confidence in young children!

This easy-to-read resource presents the Programwide/Schoolwide Positive Behavioral Support (PW/SW-PBS) system, a preventive, research-based approach that helps educators teach classroom behavior skills the same way they teach academic skills. The authors outline the PW/SW-PBS model, describe the core practices, and provide case examples to aid implementation. Key features of this instruction-based system include:

  • Differing levels of intervention to meet individual student needs
  • Clearly stated behavioral expectations
  • Consistent acknowledgment of students' mastery of expectations
  • Systematic use of consequences for problem behavior

This user-friendly text makes the principles of PW/SW-PBS easy to apply for educators who are committed to helping young students establish positive behavioral habits that will make learning a joy for all.

Contents

Preface

Preface

Acknowledgments

Acknowledgments

About the Authors

  • 1. A Proactive Approach to Behavior Management
  • The Importance of Understanding Students' Past Learning Experiences
  • Recommendations From the Field
  • Programwide/Schoolwide Positive Behavior Support
  • Continuum of Supports and Key Features
  • Support for PW/SW-PBS
  • Summary
  • Text Overview
  • 2. Supporting Systems Change
  • Creating a Statewide, Districtwide, or Programwide System
  • Getting Started
  • Building Capacity at the School/Program Level
  • Summary
  • 3. Team Leadership
  • Forming a PW/SW-PBS Team
  • Initial Planning Efforts
  • Determining Priorities and Time Frames
  • Assigning Roles and Running Effective Meetings
  • Determining Data Collection Needs
  • Professional Development
  • Promoting PW/SW-PBS to Staff and Families
  • Summary
  • 4. Teach Behavioral Expectations
  • Choose Behavior Expectations
  • Determine Behaviors That Represent Expectations
  • Develop Matrix to Support Common Language
  • Teach Each Social Behavior
  • Summary
  • 5. Support Appropriate Behavior
  • Strategies to Increase Use of Taught Behavioral Expectations
  • Prompts/Cues
  • Strategies to Build Fluency and Maintain Appropriate Behavior
  • Summary
  • 6. Corrective Consequences
  • Defining and Consistently Responding to Problem Behavior
  • Documentation of Problem Behavior
  • Using Corrective Consequences
  • Additional Considerations
  • Determining Different Consequences for Unique Needs
  • Summary
  • 7. Data-Based Decision Making
  • Designing a Plan for Data Collection
  • SW-PBS Decision Making
  • Summary
  • 8. Building Foundations for Small-Group and Individual Supports
  • Universals Firmly in Place
  • Systems to Establish Small Group/Targeted Supports
  • Small-Group/Targeted Strategies
  • Intensive/Individual Student Supports
  • Conclusion

References

References

Index

  • Review Often
  • Program/School-Wide Reinforcers
  • Verbal Feedback
  • Modify Setting Factors
  • Proximity
  • Prompts/Cues

Description

"The book's strengths are its practical information and the specific ways of looking at expectations and developing a common language. The forms included will be of great benefit to school teams."
—Susan Safarik, Supervisor, Department of Special Education
Lincoln Public Schools, NE

"Provides a lot of research and breaks down the processes for implementing positive behavior supports effectively in schools. Step-by-step directions, sample forms, and examples make the processes easy to incorporate and understand."
—Julia DeGarmo, Special Education Specialist
Columbus City Schools, OH

Learn how to teach and support appropriate behavior and build confidence in young children!

This easy-to-read resource presents the Programwide/Schoolwide Positive Behavioral Support (PW/SW-PBS) system, a preventive, research-based approach that helps educators teach classroom behavior skills the same way they teach academic skills. The authors outline the PW/SW-PBS model, describe the core practices, and provide case examples to aid implementation. Key features of this instruction-based system include:

  • Differing levels of intervention to meet individual student needs
  • Clearly stated behavioral expectations
  • Consistent acknowledgment of students' mastery of expectations
  • Systematic use of consequences for problem behavior

This user-friendly text makes the principles of PW/SW-PBS easy to apply for educators who are committed to helping young students establish positive behavioral habits that will make learning a joy for all.

Contents

Preface

Preface

Acknowledgments

Acknowledgments

About the Authors

  • 1. A Proactive Approach to Behavior Management
  • The Importance of Understanding Students' Past Learning Experiences
  • Recommendations From the Field
  • Programwide/Schoolwide Positive Behavior Support
  • Continuum of Supports and Key Features
  • Support for PW/SW-PBS
  • Summary
  • Text Overview
  • 2. Supporting Systems Change
  • Creating a Statewide, Districtwide, or Programwide System
  • Getting Started
  • Building Capacity at the School/Program Level
  • Summary
  • 3. Team Leadership
  • Forming a PW/SW-PBS Team
  • Initial Planning Efforts
  • Determining Priorities and Time Frames
  • Assigning Roles and Running Effective Meetings
  • Determining Data Collection Needs
  • Professional Development
  • Promoting PW/SW-PBS to Staff and Families
  • Summary
  • 4. Teach Behavioral Expectations
  • Choose Behavior Expectations
  • Determine Behaviors That Represent Expectations
  • Develop Matrix to Support Common Language
  • Teach Each Social Behavior
  • Summary
  • 5. Support Appropriate Behavior
  • Strategies to Increase Use of Taught Behavioral Expectations
  • Prompts/Cues
  • Strategies to Build Fluency and Maintain Appropriate Behavior
  • Summary
  • 6. Corrective Consequences
  • Defining and Consistently Responding to Problem Behavior
  • Documentation of Problem Behavior
  • Using Corrective Consequences
  • Additional Considerations
  • Determining Different Consequences for Unique Needs
  • Summary
  • 7. Data-Based Decision Making
  • Designing a Plan for Data Collection
  • SW-PBS Decision Making
  • Summary
  • 8. Building Foundations for Small-Group and Individual Supports
  • Universals Firmly in Place
  • Systems to Establish Small Group/Targeted Supports
  • Small-Group/Targeted Strategies
  • Intensive/Individual Student Supports
  • Conclusion

References

References

Index

  • Review Often
  • Program/School-Wide Reinforcers
  • Verbal Feedback
  • Modify Setting Factors
  • Proximity
  • Prompts/Cues
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Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings

Melissa A. Stormont , Tim Lewis , Rebecca Sue Beckner , Nanci Johnson
Cancel Print

November 2007 | 152 pages | Corwin

Format Published Date ISBN Price
Paperback 01/02/2026 9781412940566 $37.95
Lifetime 01/02/2026 9781452294148 $35.00

"The book's strengths are its practical information and the specific ways of looking at expectations and developing a common language. The forms included will be of great benefit to school teams."
—Susan Safarik, Supervisor, Department of Special Education
Lincoln Public Schools, NE

"Provides a lot of research and breaks down the processes for implementing positive behavior supports effectively in schools. Step-by-step directions, sample forms, and examples make the processes easy to incorporate and understand."
—Julia DeGarmo, Special Education Specialist
Columbus City Schools, OH

Learn how to teach and support appropriate behavior and build confidence in young children!

This easy-to-read resource presents the Programwide/Schoolwide Positive Behavioral Support (PW/SW-PBS) system, a preventive, research-based approach that helps educators teach classroom behavior skills the same way they teach academic skills. The authors outline the PW/SW-PBS model, describe the core practices, and provide case examples to aid implementation. Key features of this instruction-based system include:

  • Differing levels of intervention to meet individual student needs
  • Clearly stated behavioral expectations
  • Consistent acknowledgment of students' mastery of expectations
  • Systematic use of consequences for problem behavior

This user-friendly text makes the principles of PW/SW-PBS easy to apply for educators who are committed to helping young students establish positive behavioral habits that will make learning a joy for all.


Table Of Contents:

  • Preface
  • Acknowledgments
  • About the Authors
  • 1. A Proactive Approach to Behavior Management
  • The Importance of Understanding Students' Past Learning Experiences
  • Recommendations From the Field
  • Programwide/Schoolwide Positive Behavior Support
  • Continuum of Supports and Key Features
  • Support for PW/SW-PBS
  • Summary
  • Text Overview
  • 2. Supporting Systems Change
  • Creating a Statewide, Districtwide, or Programwide System
  • Getting Started
  • Building Capacity at the School/Program Level
  • Summary
  • 3. Team Leadership
  • Forming a PW/SW-PBS Team
  • Initial Planning Efforts
  • Determining Priorities and Time Frames
  • Assigning Roles and Running Effective Meetings
  • Determining Data Collection Needs
  • Professional Development
  • Promoting PW/SW-PBS to Staff and Families
  • Summary
  • 4. Teach Behavioral Expectations
  • Choose Behavior Expectations
  • Determine Behaviors That Represent Expectations
  • Develop Matrix to Support Common Language
  • Teach Each Social Behavior
  • Summary
  • 5. Support Appropriate Behavior
  • Strategies to Increase Use of Taught Behavioral Expectations
  • Prompts/Cues
  • Strategies to Build Fluency and Maintain Appropriate Behavior
  • Summary
  • 6. Corrective Consequences
  • Defining and Consistently Responding to Problem Behavior
  • Documentation of Problem Behavior
  • Using Corrective Consequences
  • Additional Considerations
  • Determining Different Consequences for Unique Needs
  • Summary
  • 7. Data-Based Decision Making
  • Designing a Plan for Data Collection
  • SW-PBS Decision Making
  • Summary
  • 8. Building Foundations for Small-Group and Individual Supports
  • Universals Firmly in Place
  • Systems to Establish Small Group/Targeted Supports
  • Small-Group/Targeted Strategies
  • Intensive/Individual Student Supports
  • Conclusion
  • References
  • Index
  • Review Often
  • Program/School-Wide Reinforcers
  • Verbal Feedback
  • Modify Setting Factors
  • Proximity
  • Prompts/Cues

Recent Product Reviews:

"The book’s major strengths are its practical information and the specific ways of looking at expectations and developing a common language. The forms included will be of great benefit to school teams."
Susan Safarik, Supervisor, Department of Special Education, Lincoln Public Schools, NE
"The most comprehensive book to date in the area of schoolwide and programwide positive behavior support for the early years."
Lee Kern, Professor, Lehigh University
"An important and very timely book from leading authorities in positive behavior support. The extension of their approach to preschool programs is a vital contribution in preventing adverse trajectories of problem behavior. I recommended the book highly as a guide for programs serving children of all ages."
Glen Dunlap, Research Professor, Florida Mental Health Institute, University of South Florida
"Provides plentiful research and breaks down the processes for effectively implementing positive behavior supports in schools. Step-by-step directions, sample forms, and examples make the processes easy to incorporate and understand."
Julia DeGarmo, Special Education Specialist, Columbus City Schools, OH

Recommendations