Handbook of Behavioral Interventions in Schools: Multi-Tiered Systems of Support

ISBN : 9780190843229

Keith C. Radley; Evan H. Dart
584 ページ
156 x 235 mm

Tasked chiefly with providing effective instruction, classroom teachers must also manage student behavior. Prevalence of student problem behavior is a strong indicator of failing schools, and has been linked to reduced academic achievement, truancy, bullying, and loss of teacher time. As such demand is on the rise for intervention programs that may effectively reduce levels of problem behavior in schools. Handbook of Behavioral Interventions in Schools is a comprehensive collection of evidence-based strategies for addressing student behavior in the classroom and other school settings. Experts in the fields of special education and school psychology provide practical guidance on over twenty behavior interventions that can be used to promote appropriate student behavior. Framed within a multi-tiered system of support, a framework representing one of the predominant service delivery models in schools, interventions are categorized as Tier I, Tier II, or Tier III, and chapters provide insight into how students might be placed in and moved through respective levels of service intensity. Each chapter details a specific intervention strategy, and includes reproducible materials to facilitate use of the intervention, case studies, and further reading for school-based practitioners. Introductory chapters on behavior analysis, multi-tiered systems of support, and law and ethics place the practical guides in a context that is relevant for school-based practice. Walking readers through the entire process of assessment of problem behaviors to intervention and progress monitoring, Handbook of Behavioral Interventions in Schools is an invaluable resource for special education teachers, school psychologists, and trainees in these fields.


1. What is Behavior?
Christopher M. Furlow
2. Behavioral Interventions
Kate A. Helbig, Sarah J. Wright, James R. Derieux, Stefanie R. Schrieber, and Keith C. Radley
3. A Practitioner's Guide to Understanding the Evidence
John. L. Davis
4. Behavior Assessment
Sarah J. Wright, Kate A. Helbig, Stefanie R. Schrieber, James R. Derieux, Evan H. Dart
5. Graphing Data and Visual Analysis
Keith C Radley and Evan H. Dart
6. Functional Behavior Assessment
Brad A. Dufrene and M. P. Lundy
7. General Model of Service Delivery for School-Based Interventions
Stephen P. Kilgus and Nathaniel P. von der Embse
8. Chapter 8: Behavioral Collaboration and Consultation
Matthew J. Gormley, Rachel E. Meisinger, Susan M. Sheridan
9. Intervention Integrity
Melissa A. Collier-Meek, Emily R. DeFouw, Kaitlin Gould
10. Tier I Basics
Lindsay M. Fallon, Marlana R. Mueller, Kathryn D. Kurtz, and Sadie C. Cathcart
11. Group Contingencies
Tai A. Collins, Renee O. Hawkins, Kamonta Heidelburg, and Keisha Hill
12. Whole School PBIS Rules and Rewards Systems
Adam B. Feinberg and Janet VanLone
13. Antecedent Interventions
Lee Kern and Rui Chen
14. Social Skills and Bullying Prevention Programs
Samuel Y. Song, Michelle Zochowski, Wynn Tashman, Stephanie Houle, and Beth Doll
15. Reductive Interventions
Daniel D. Drevon and Michael D. Hixson
16. Tier Two Basics
Amy Campbell, Billie Jo Rodriguez, and Kristen Schrauben
17. Check-In/Check-Out
Kevin J. Filter
18. Self-Management
Amy M. Briesch, Aberdine R. Donaldson, and Noora Abdulkerim
19. Peer-Mediated Interventions
Evan H. Dart, Lauren E. McKinley, and Kate A. Helbig
20. Behavior Contracts
Heather S. Davis and Rovi Hidalgo
21. School-home Notes and Daily Behavior Report Cards
Faith G. Miller, Sarah Wollersheim-Shervy, and Alexandria Muldrew
22. Selected Social Emotional Learning Interventions
Frank M. Gresham, Shelby Byrd, and Kaitlin Cassidy
23. Tier Three Basics
Renee O. Hawkins, Tai A. Collins, Carla Luevano, and Amanda Faler
24. Function-Based Interventions
Michael J. Vance
25. Time-Out Procedures in School Settings
Roderick D. O'Handley, D. Joe Olmi, and Abigail Kennedy
26. Target Social Skills Training for Idiosyncratic Behaviors, Aggression, and Noncompliance
Roderick D. O'Handley and Christian V. Sabey
27. Seclusion and Restraint as an Emergency Crisis Response
Aaron J. Fischer, Magenta Silberman, Lauren Perez, and Christina Omlie
28. Legal and Ethical Considerations for Providing Behavior Interventions in Schools
David A. Klingbeil, Samuel A. Maurice, and Amber L. Schramm


Keith C. Radley is an Assistant Professor in the Department of Psychology at the University of Southern Mississippi. He completed his doctoral training in educational psychology in 2011 at the University of Utah. Dr. Radley is a licensed psychologist, nationally board-certified behavior analyst, nationally certified school psychologist. His research interests include interventions for individuals with autism spectrum disorder, classroom management strategies, and data collection and graph assembly for single case design. Evan H. Dart is an Assistant Professor in the Department of Psychology at the University of Southern Mississippi. He completed his doctoral training in school psychology in 2013 at Louisiana State University with an emphasis in applied behavior analysis. Dr. Dart is a licensed psychologist and nationally board-certified behavior analyst. His research interests include peer management, linear graph assembly and visual analysis, and factors impacting treatment fidelity.