Systematic Screenings of Behavior to Support Instruction: From Preschool to High School - Softcover

9781462503438: Systematic Screenings of Behavior to Support Instruction: From Preschool to High School

Softcover

ISBN 10: 1462503438 ISBN 13: 9781462503438

This specific ISBN edition is currently not available.

Straightforward, practical, and user friendly, this unique guide addresses an essential component of decision making in schools. The authors show how systematic screenings of behavior—used in conjunction with academic data—can enhance teachers' ability to teach and support all students within a response-to-intervention framework. Chapters review reliable, valid screening measures for all grade levels, discuss their strengths and weaknesses, and explain how to administer, score, and interpret them. Practitioners get helpful guidance for evaluating their school's needs and resources and making sound choices about which tools to adopt.

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Review

"Lane is an accomplished special educator and scholar, and it shows--she and her coauthors have written an easy-to-read, insightful guide to the best children’s behavior screening measures on the market today. This book is ideal for practitioners and graduate students preparing to deliver multi-tiered interventions in schools, as well as for experienced researchers looking for an up-to-date analysis of tools for efficiently and effectively identifying students with behavior problems. It is simply the best book on behavior screening tools and practices for educators that I have read."--Stephen N. Elliott, PhD, Director, Learning Sciences Institute, and Mickelson Professor of Education, Arizona State University

"There is probably no one more qualified than Lane and her colleagues to write the definitive book on schoolwide behavioral screening instruments. After an enormously convincing introductory chapter on precisely why we need to do early screening, subsequent chapters cover each of the top six scientifically supported instruments. Lane and her colleagues have used nearly every one of these quite extensively, either in their clinical practice or their impressive published research. This book is a wonderfully useful 'Consumer Reports' that manages to focus on both the behavioral and the academic uses of each instrument. It will be indispensable to all of us working in school settings, to students preparing to work in schools, and to anyone who still needs to be convinced that schoolwide screening is critical."--Steven Forness, EdD, Department of Psychiatry and Behavioral Sciences, University of California, Los Angeles

"As a former university instructor and teacher of children with behavior disorders, my favorite part of this valuable book is the attention given to the 'how-tos.' There are other books that describe the technical aspects of these measures, but Lane et al. provide specific guidance about how to use the instruments in real settings; choose the instrument that meets your need; administer and score each measure; and, most important, use the information to improve outcomes for children. The school illustrations and the decision-making table further strengthen the quality and utility of this one-stop resource."--Renee Bradley, PhD, special educator

"Every school should use systematic screening for behavior problems so that positive behavioral support can be provided for students who need it. Every school can, and this book tells them why and how. The authors detail how schools can be improved by improving what goes on in them. They describe a kind of school reform that will make a substantive difference."--James M. Kauffman, EdD, Professor Emeritus of Education, University of Virginia

About the Author

Kathleen Lynne Lane, PhD, is Professor in the Department of Special Education at the University of Kansas. A former classroom teacher of general and special education students, she conducts research on school-based interventions (academic and behavioral) with students at risk for emotional and behavioral disorders. She has designed, implemented, and evaluated multilevel prevention models in elementary, middle, and high school settings. Dr. Lane is coeditor of Remedial and Special Education, an associate editor of Journal of Positive Behavior Interventions and Education and Treatment of Children, and serves on several editorial boards. She has published several books and more than 100 refereed journal articles.

Holly Mariah Menzies, PhD, is Associate Professor in the Charter College of Education at California State University, Los Angeles, and the program coordinator in mild–moderate disabilities in the Division of Special Education and Counseling. She worked as both a general educator and special educator for over 10 years. Dr. Menzies has provided staff development in the areas of assessment, language arts, and schoolwide positive behavior support. Her scholarly interests focus on inclusive education and school-based interventions. She serves on the editorial board of Learning Disabilities Research and Practice and is an associate editor of Remedial and Special Education. Wendy Peia Oakes, PhD, is Research Associate in the Department of Special Education at Peabody College of Vanderbilt University. She has over 10 years of special education teaching experience. Dr. Oakes’s research interests focus on the early identification of and support for students with behavioral and academic needs, early development of reading, preservice teacher education, and inservice teacher and administrator professional development. She is the project manager of Project Support and Include, providing professional development and technical assistance to schools in designing, implementing, and evaluating three-tiered models of prevention with a focus on inclusive practices. Dr. Oakes serves on the editorial board of Remedial and Special Education. Jemma Robertson Kalberg, MEd, BCBA, was most recently a consultant at the Seneca Center in San Leandro, California. She has conducted research on supporting students who are at risk for and identified with emotional and behavioral disorders, and has been involved in designing, implementing, and evaluating schoolwide positive behavior support plans with academic, behavioral, and social components. In the context of schoolwide positive behavioral support, Ms. Kalberg has focused her efforts on using schoolwide screeners to identify students who were nonresponsive to the primary prevention model.

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