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Implementing Classwide PBIS: A Guide to Supporting Teachers
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 Classwide Positive Behavior Interventions and A Guide to Proactive Classroom Management.
This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
See also the authors' related teacher/practitioner Classwide Positive Behavior Interventions and A Guide to Proactive Classroom Management.
This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
146 pages, Paperback
Published August 13, 2020
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Displaying 1 - 2 of 2 reviews
July 14, 2022
This is my 3rd book that I have read this summer focusing on PBIS, and I am surprised at how different the takeaways and use of data are between the 3 books. One book focused on restorative justice; another focused on trauma-informed practices; and this book focused best on implementing the foundational level of PBIS.
Definitely the largest strength in this book that Better than Carrots or Sticks and Building Trauma-Sensitive Schools books did not provide was the data collection tools and measurement ideas for fidelity and student outcomes. This book lacked anecdotal stories where a school or leader implemented the training and also the specifics on what should be specifically trained and at what time. Instead, this book provided some vague ideas and relied on its reader to be able to feel in culturally sustaining pedagogy, concerns about meeting diverse students' needs, working with the local community, and considering one's own and the staff's biases and stereotypes.
Overall, I found this a more practical read than Better than Carrots or Sticks, but think that Building Trauma-Sensitive Schools by Jen Alexander is superior in being very specific on types of tiered support and offering historical and cultural background information to educators. Although, I would say that reading all 3 of these books provides an incredible learning opportunity when working with the question: How do we make school a positive place for every student and staff member?
Definitely the largest strength in this book that Better than Carrots or Sticks and Building Trauma-Sensitive Schools books did not provide was the data collection tools and measurement ideas for fidelity and student outcomes. This book lacked anecdotal stories where a school or leader implemented the training and also the specifics on what should be specifically trained and at what time. Instead, this book provided some vague ideas and relied on its reader to be able to feel in culturally sustaining pedagogy, concerns about meeting diverse students' needs, working with the local community, and considering one's own and the staff's biases and stereotypes.
Overall, I found this a more practical read than Better than Carrots or Sticks, but think that Building Trauma-Sensitive Schools by Jen Alexander is superior in being very specific on types of tiered support and offering historical and cultural background information to educators. Although, I would say that reading all 3 of these books provides an incredible learning opportunity when working with the question: How do we make school a positive place for every student and staff member?
Displaying 1 - 2 of 2 reviews