Implementing Classwide PBIS

Filling a vital need, this is the first comprehensive guide to supporting K-12 teachers in effective implementation of classwide positive behavioral interventions and supports (CWPBIS). The book presents a roadmap for designing and delivering professional development based on behavioral principles. Procedures are outlined for providing data-driven CWPBIS training and coaching that is responsive to the needs of each teacher. User-friendly features include illustrative case studies, learning questions and exercises at the end of each chapter, and reproducible training tools. The large-size format facilitates photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials.

See also the authors' related teacher/practitioner resource: Classwide Positive Behavior Interventions and Supports: A Guide to Proactive Classroom Management.

This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

“"Among the many books on classroom behavior management, what distinguishes this one is the array of practical, useful strategies that it provides for supporting classroom teachers--as well as the way these practices are situated in a multi-tiered framework. The examples are presented in a manner that facilitates understanding and application within the daily ebb and flow of school and classroom settings. The book is evidence based, user friendly, and will help to support the daily practice of both new and veteran educators."--Tim Knoster, EdD, EdS, Professor of Special Education and Executive Director, McDowell Institute, Bloomsburg University "Schools with strong classroom management practices are likely to be schools whose teachers are effectively trained and continuously supported. This book meets the need in the field for a resource for trainers. Myers, Simonsen, and Freeman thread sound behavioral theory with practical strategies that can be adopted in any school. The focus on coaching will help ensure that teachers trained in CWPBIS get the assistance needed to apply what they have learned. Another important emphasis is the use of data to assess the fidelity and impact of implementation. Throughout, the book has a clear message that any functional classroom management effort should be connected to strong academic instruction. Good teaching remains among the most powerful classroom management strategies ever documented."--Robert H. Horner, PhD, Special Education Program (Emeritus), University of Oregon "This is the rare book that everyone who trains teachers in classroom management should have continuously open on their desks. The step-by-step logic combined with clear descriptions and examples make for an easy read. I wish I had received this kind of training in CWPBIS when I was a teacher of students with behavioral disorders. Educators at any grade level would benefit from the training and coaching model presented in this book."--Terrance M. Scott, PhD, Professor and Distinguished University Scholar, Department of Special Education, University of Louisville "This book is an essential resource that provides critical information on CWPBIS practices and the research-based framework that informs them. It focuses on developing structures that support educators who are working to create a more positive and effective classroom climate. Teachers will undoubtedly benefit from professional development that helps them promote prosocial behaviors and engineer the classroom environment for success."--Steve Goodman, PhD, Director, Michigan's MTSS Technical Assistance Center”

"Among the many books on classroom behavior management, what distinguishes this one is the array of practical, useful strategies that it provides for supporting classroom teachers--as well as the way these practices are situated in a multi-tiered framework. The examples are presented in a manner that facilitates understanding and application within the daily ebb and flow of school and classroom settings. The book is evidence based, user friendly, and will help to support the daily practice of both new and veteran educators."--Tim Knoster, EdD, EdS, Professor of Special Education and Executive Director, McDowell Institute, Bloomsburg University

"Schools with strong classroom management practices are likely to be schools whose teachers are effectively trained and continuously supported. This book meets the need in the field for a resource for trainers. Myers, Simonsen, and Freeman thread sound behavioral theory with practical strategies that can be adopted in any school. The focus on coaching will help ensure that teachers trained in CWPBIS get the assistance needed to apply what they have learned. Another important emphasis is the use of data to assess the fidelity and impact of implementation. Throughout, the book has a clear message that any functional classroom management effort should be connected to strong academic instruction. Good teaching remains among the most powerful classroom management strategies ever documented."--Robert H. Horner, PhD, Special Education Program (Emeritus), University of Oregon

"This is the rare book that everyone who trains teachers in classroom management should have continuously open on their desks. The step-by-step logic combined with clear descriptions and examples make for an easy read. I wish I had received this kind of training in CWPBIS when I was a teacher of students with behavioral disorders. Educators at any grade level would benefit from the training and coaching model presented in this book."--Terrance M. Scott, PhD, Professor and Distinguished University Scholar, Department of Special Education, University of Louisville

"This book is an essential resource that provides critical information on CWPBIS practices and the research-based framework that informs them. It focuses on developing structures that support educators who are working to create a more positive and effective classroom climate. Teachers will undoubtedly benefit from professional development that helps them promote prosocial behaviors and engineer the classroom environment for success."--Steve Goodman, PhD, Director, Michigan's MTSS Technical Assistance Center-

Diane Myers, PhD, is Senior Vice President of Special Education for Specialized Education Services, Inc. Her prior academic appointments include serving as Professor of Special Education and Chair of the Department of Teacher Education at Texas Woman’s University. Dr. Myers’s research interests include implementing positive behavioral interventions and supports at the school, classroom, and individual student levels; teacher training and professional development; classroom management; and supporting students with challenging behavior. The author of numerous journal articles and book chapters, she is coauthor of Classwide Positive Behavior Interventions and Supports: A Guide to Proactive Classroom Management and Implementing Classwide PBIS: A Guide to Supporting Teachers.

Brandi Simonsen, PhD, is Professor in the Department of Educational Psychology and Co-Director of the Center for Behavioral Education and Research at the University of Connecticut. She is Co-Director of the Technical Assistance Center on Positive Behavior Interventions and Supports, Co-Principal Investigator of the Multi-Tiered Systems of Supports Research Network, and Senior Advisor to the National Center on Intensive Intervention. Dr. Simonsen's primary interests include Tier 1 schoolwide PBIS in alternative settings, classwide PBIS, and more intensive supports for students with challenging behavior. The author of numerous journal articles and book chapters, she is coauthor of Classwide Positive Behavior Interventions and Supports: A Guide to Proactive Classroom Management and Implementing Classwide PBIS: A Guide to Supporting Teachers.

Jennifer Freeman, PhD, is Associate Professor in the Department of Educational Psychology and a Research Scientist at the Center for Behavioral Education and Research at the University of Connecticut. She is a recipient of the Ted Carr Initial Researcher Award from the Association for Positive Behavior Support. Dr. Freeman studies the effects of PBIS on outcomes at the high school level for high-risk student groups, including students with disabilities. She is particularly interested in improving graduation rates across and within student groups. She also studies professional development methods for improving teachers' use of evidence-based classroom management strategies. She has authored numerous journal articles and book chapters.

Filling a vital need, this is the first comprehensive guide to supporting K-12 teachers in effective implementation of classwide positive behavior interventions and supports (CWPBIS). The book presents a roadmap for designing and delivering professional development based on behavioral principles. Procedures are outlined for providing data-driven CWPBIS training and coaching that is responsive to the needs of each teacher. User-friendly features include illustrative case studies, learning questions and exercises at the end of each chapter, and reproducible training tools. The large-size format and lay-flat binding facilitate photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials. See also the authors' related teacher/practitioner resource: Classwide Positive Behavior Interventions and Supports: A Guide to Proactive Classroom Management. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

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