Positive Behavior Support in Secondary Schools: A Practical Guide
Language: English
Published by Guilford Publications, 2011
Series: Book 13 of 70 - The Guilford Practical Intervention in the Schools Series
- Softcover
- New
Condition: New
£ 48.92
Quantity: 1 available
Add to basketItem description from seller
Ellie L. Young, PhD, NCSP, is Associate Professor at Brigham Young University, in Provo, Utah, where she is coordinator for the School Psychology Graduate Program. Dr. Young practiced as a school psychologist for 9 years in Kansas and Missouri. Her resea.
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- Title
- Positive Behavior Support in Secondary Schools: A Practical Guide
- Author
- Ellie L. Young|Paul Caldarella (Brigham Young University, United States)|Michael J. Richardson (Brigham Young University, United States)|K. Richard Young (Brigham Young University, United States)
- Publisher
- Guilford Publications
- Publication year
- 2011
- Condition
- New
- Binding
- Soft cover
- Language
- English
- ISBN 10
- 1609189736
- ISBN 13
- 9781609189730
- Series
- Book 13 of 70: The Guilford Practical Intervention in the Schools Series
This much-needed guide shows how to implement positive behavior support (PBS) strategies in secondary settings, using a three-tiered approach. The authors adapt the core ideas of PBS to the developmental context of adolescence and the organizational structures of middle schools and junior and senior high schools. With an emphasis on data-based decision making, the book provides ideas and examples for meeting the behavioral needs of all students, from those with emerging concerns to those with ongoing, chronic problems. It takes practitioners step by step through planning, implementing, evaluating, and sustaining schoolwide, small-group, and individual interventions. In a convenient large-size format, the book includes useful reproducible forms.
This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
"Synopsis" may belong to another edition of this title.
About the Author
Ellie L. Young, PhD, NCSP, is Associate Professor at Brigham Young University, in Provo, Utah, where she is coordinator for the School Psychology Graduate Program. Dr. Young practiced as a school psychologist for 9 years in Kansas and Missouri. Her research focuses on screening in secondary settings and gender issues in education. She maintains a small private practice where she works with youth and their families. Paul Caldarella, PhD, is Director of the Positive Behavior Support Initiative and joint- appointment Associate Professor in the Department of Counseling Psychology and Special Education at Brigham Young University. He served a 1-year internship in child clinical psychology at Arkansas Children's Hospital and a postdoctoral fellowship in adolescent clinical psychology at Bradley Hospital/Brown University. Dr. Caldarella is both a psychologist and certified school psychologist in the state of Utah. His research interests include assessment and intervention for at-risk youth. Michael J. Richardson, PhD, is Assistant Professor in the Teacher Education Department at Brigham Young University. He has worked with youth, their parents, and teachers in district youth-in-custody programs, in state youth corrections and family services, and as an in-home family preservation consultant for Utah Youth Village. Dr. Richardson's teaching and research centers on adolescent development and student and teacher perceptions of behavior problems in schools. K. Richard Young, PhD, is Dean of the David O. McKay School of Education and Professor in the Department of Counseling Psychology and Special Education at Brigham Young University. Dr. Young has had experience both as a teacher and as a principal in public schools. He is a licensed psychologist and a former professor at Utah State University, where he also codirected the Institute for the Study of Children, Youth and Families at Risk. Dr. Young has published widely on both academic and social topics in education. The prevention and treatment of emotional and behavioral disorders among at-risk children are the primary foci of his research.
"About the title" may belong to another edition of this title.
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