The Teacher's Pocket Guide for Positive Behavior Support: Targeted Classroom Solutions

What should teachers do when universal Tier 1 behavior supports don't sufficiently meet the needs of all children? Next steps can be tricky to navigate when students appear at risk for developing recurring problem behavior—and that's why every teacher needs this concise, strategy-packed guidebook on targeted behavior intervention and support.

Authors Tim Knoster and Robin Drogan are in-demand experts with a combined 50 years of experience training teachers in positive behavior support in the classroom. Together, they bring you a friendly, encouraging guide to Tier 2 positive behavior support, ready to use in schools with or without an existing PBIS system. Brimming with down-to-earth advice, proven strategies, and relatable anecdotes, this book will get you ready to further prevent behavior challenges and create a safe, positive learning environment for each student in your class.

DISCOVER HOW TO:

• Determine which students will benefit from targeted behavior supports
• Choose formal and informal targeted supports that meet each student's needs
• Make the most of targeted supports already available if your school uses PBIS
• Organize and develop Tier 2 supports on your own if your school doesn't currently implement PBIS
• Strengthen your interventions through effective data collection and analysis
• Fade out or step up the intensity of interventions and supports when necessary
• Recognize when students need more intensive, individualized Tier 3 supports

PRACTICAL MATERIALS: Case stories in each chapter that illustrate different behavior supports in action, sample Behavior Contracts and Good Behavior Charts, an at-a-glance guide to social-emotional screeners, quick-reference charts on the features and uses of specific supports, and more

Tim Knoster, Ed.D., is a professor at the McDowell Institute for Teacher Excellence in Positive Behavior Support in the College of Education at Bloomsburg University of Pennsylvania. The McDowell Institute emphasizes the translation of research on multi-tiered systems of support—most specifically, positive behavior intervention and support—into practice in schools. Dr. Knoster has also served as Executive Director of the International Association for Positive Behavior Support since its inception in 2003. Dr. Knoster (or Tim, as he prefers) has been involved with preservice and in-service teacher training for more than 30 years. He has worn many hats throughout his career, including the role of an instructor of undergraduate and graduate courses, a classroom teacher in the public schools, Director of Student Support Services and Special Education, and Principal Investigator as well as Program Evaluator on federal projects focused on classroom and student-centered behavior intervention and support. Specifically relevant to this book, Dr. Knoster has extensive experience in providing professional development for classroom teachers and has been the recipient of numerous awards for his endeavors in this regard. He has extensively published and provided training for educators and staff from various child-serving systems in the application of positive behavior support in schools and community-based settings. Dr. Knoster has an uncanny ability to help teachers interpret the research literature on behavioral matters in a way that enables them to translate that same research into practical strategies and approaches in their classrooms.

Robin Drogan, Ph.D., is an assistant professor and graduate program coordinator in the Department of Exceptionality Programs at Bloomsburg University of Pennsylvania. She has been involved in the education of individuals with disabilities for more than 20 years. During this time, her roles have included teacher, teacher collaborator, educational and behavioral interventionist, researcher, and author. Her research and practical interests focus on tiered behavioral and academic supports for students, preventive intervention strategies for young children, team collaboration emphasizing teacher involvement, family engagement, and peer support systems within the context of addressing the needs of all students and staff in inclusive settings. Dr. Drogan spends much of her time supporting preservice students in extensive field experiences focusing on the implementation of evidence-based practice and prevention-based strategies.