Classwide Positive Behavior Interventions and Supports A Guide to Proactive Classroom Management The Guilford Practical Intervention in the Schools Series

A vital classroom management resource, this book shows how to implement positive behavior interventions and supports (PBIS) in K-12 classrooms, regardless of whether PBIS is adopted schoolwide. The primary focus is universal (Tier 1) support for all students. Practical, step-by-step guidelines are provided for structuring the classroom environment, actively engaging students in instruction, teaching positive expectations, and establishing a continuum of strategies to reinforce positive behavior and respond to inappropriate behavior. Numerous real-world examples and learning exercises are included. In a convenient large-size format, the book includes reproducible tools for classwide PBIS planning and implementation, which can be downloaded and printed for repeated use.

See also the authors' related guide for teacher trainers and coaches: Implementing Classwide PBIS: A Guide to Supporting Teachers.

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

1. Foundations of Classwide Positive Behavior Interventions and Supports
I. PBIS Foundations and Basic Principles
2. Behavioral Principles at Work in PBIS
3. Tier 1 Schoolwide PBIS
4. Introduction to Classwide PBIS: Focus on Outcomes, Data, and Systems
II. Classwide PBIS Practices
5. Maximize Structure and Actively Engage Students during Instruction
6. Establish and Teach Positively Stated Expectations
7. Implement a Continuum of Strategies to Reinforce Appropriate Behavior
8. Implement a Continuum of Strategies to Respond to Inappropriate Behavior
III. Additional Tiers of Support for Students
9. Overview of Tier 2 in Your School and Classroom
10. Overview of Tier 3 in Your School and Classroom
11. Conclusion: Where Do We Go from Here?

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.

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.