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Implementierung von klassenweitem PBIS: Ein Leitfaden zur Unterstützung von Lehrern (Die Guilford Prac...-
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eBay-Artikelnr.:387749408029
Artikelmerkmale
- Artikelzustand
- ISBN
- 9781462543328
Über dieses Produkt
Product Identifiers
Publisher
Guilford Publications
ISBN-10
1462543324
ISBN-13
9781462543328
eBay Product ID (ePID)
25038364241
Product Key Features
Number of Pages
146 Pages
Language
English
Publication Name
Implementing Classwide Pbis : a Guide to Supporting Teachers
Subject
Social Work, General, Psychotherapy / Child & Adolescent, Classroom Management
Publication Year
2020
Type
Textbook
Subject Area
Social Science, Education, Psychology
Series
The Guilford Practical Intervention in the Schools Ser.
Format
Trade Paperback
Dimensions
Item Height
0.3 in
Item Weight
12 Oz
Item Length
10.5 in
Item Width
8 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
2019-054463
Reviews
"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, Alumni-Knight Endowed Professor of Special Education, 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 CWBIS 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, "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, Alumni-Knight Endowed Professor of Special Education, University of Oregon, "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, Alumni-Knight Endowed Professor of Special Education, 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, Alumni-Knight Endowed Professor of Special Education, 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 CWBIS 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, "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, McDowell Institute, Commonwealth University-Bloomsburg; Executive Director Emeritus, Association for Positive Behavior Support "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
Dewey Edition
23
Dewey Decimal
371.1024
Table Of Content
I. Supporting Teachers' Implementation of CWPBIS: Foundations and Basic Principles 1. Foundations of CWPBIS 2. Behavioral Principles That Impact Adult Behavior Changes 3. Overview of Implementation Supports for Teachers II. Empirically Supported Strategies to Support Teachers' CWPBIS Implementation 4. A Road Map to Building Systems of Support for Teachers 5. Designing Effective Training Activities for CWPBIS 6. Coaching to Support Teachers' Implementation of CWPBIS III. Data-Based Decision Making to Support Teachers' CWPBIS Implementation 7. Data Collection Systems and Performance Feedback 8. Differentiated Supports for Teachers
Synopsis
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 ......, 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. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas., 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., 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.
LC Classification Number
LB3013.M84 2020
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Verkäuferbewertungen (8.574)
- l***e (711)- Bewertung vom Käufer.Letzter MonatBestätigter KaufBook in New condition as described, wich is surprising as it is a paperback mailed in a flimsy bag. But fair price and very fast shipping. Thank you.
- t***c (4045)- Bewertung vom Käufer.Letzter MonatBestätigter KaufItem arrived as advertised. Excellent packaging. Timely shipping and great value!… A+++ Seller!
- o***s (1457)- Bewertung vom Käufer.Letzter MonatBestätigter KaufItem as described, safe packing, quick shipping. Book was a great find and good value. Recommended seller, would purchase from again - thanks A+!!