Individualized Supports for Students with Problem Behaviors: Designing Positive Behavior Plans (The Guilford School Practitioner Series)

"This exceptional book answers the question of how to be effective with students who have serious behavior challenges. Written by some of the leading practical thinkers and problem solvers in the field, this volume is the best source of ideas and strategies currently available for dealing with issues related to problem behavior in educational settings. If you own it, you'll use it--many times. Graduate and undergraduate students in either general or special education programs could use this book as a text in courses on classroom management or social/behavioral assessment. In addition, the book would be very useful in inservice training for education personnel."--Edward Carr, PhD, Department of Psychology, State University of New York at Stony Brook

"This is the first of a new generation of behavior management textbooks that contextualizes essential features of the science of behavior within meaningful environments, including classroom, school, home, and community. The text lays out the essential elements of creating effective positive behavior support plans in an easy-to-understand, step-by-step fashion that is appropriate for both special and general educators. What distinguishes this text from others currently available is the way it consistently emphasizes the importance of simultaneously teaching social behavior and building supportive environments to promote the use of targeted social skills. A great introductory behavior management text for preservice teachers or companion text for advanced graduate coursework."--Tim Lewis, PhD, Department of Special Education, University of Missouri

"This is a comprehensive handbook on the design of positive behavior supports. It is clearly written and filled with examples, and its content is linked to evidence-based strategies for addressing problem behavior. Practitioners will like this book because it coherently explains how to address problem behavior, and university instructors will like it because it does not oversimplify the complex process of designing positive behavior supports."--Martha E. Snell, PhD, Curry School of Education, University of Virginia

"This book does indeed contain virtually everything a novice practitioner might need in order to begin the process of successfully implementing behavior change and support in a school setting. The book is arranged in logical, sequential, coherent order....While I have used a number of texts in my undergraduate course on positive behavior supports, I plan to use this excellent book when I teach the course again. The book admirably fulfills the goals it was designed to meet. I believe it belongs in the library of every school psychologist (and teacher) who works with students who present behavior problems."

Linda M. Bambara, PhD, received her doctorate in special education from Vanderbilt University with an emphasis in severe disabilities. She is currently Professor of Special Education at Lehigh University and Executive Director of Lehigh Support for Community Living, a university-affiliated program that supports adults with disabilities to live in their communities. For more than 15 years, Dr. Bambara has actively promoted positive behavior supports for school-age children and adults with developmental disabilities, through research, advocacy, and consulting. Her other interests include enhancing self-management, self-determination, and community participation for people with severe disabilities. Dr. Bambara has published numerous articles and book chapters in these areas, including two books on positive behavior support. She serves on five editorial boards of professional journals in developmental disabilities, including the Journal of Positive Behavior Interventions, and is the past editor-in-chief of Research and Practice for Persons with Severe Disabilities, formerly the Journal of the Association for Persons with Severe Handicaps (JASH).

Lee Kern, PhD, received her doctorate in special education from the University of South Florida and is currently Professor of Special Education at Lehigh University. Dr. Kern has worked in special education for more than 20 years as a classroom teacher, behavior specialist, and consultant. Her research interests focus on severe challenging behavior, functional assessment, and curricular interventions, primarily with individuals with social, emotional, and behavioral needs. She has published numerous articles and book chapters in these areas and has received several grants from the U.S. Department of Education and the National Institute of Mental Health to research strategies to address children's behavioral challenges. Dr. Kern is currently Associate Editor of Education and Treatment of Children, Journal of Behavioral Education, and Journal of Positive Behavior Interventions, and serves on the editorial boards of five educational journals.