{"title":"Education - Behavioral Management","description":"","products":[{"product_id":"light-up-the-learning-brain-7-keys-to-reducing-disruptive-behavior-in-the-classroom-9781931636520","title":"Light Up the Learning Brain: 7 Keys to Reducing Disruptive Behavior in the Classroom","description":"\u003cp\u003e\u003cb\u003eAre you ready to increase learning opportunities, reduce negative behaviors, and improve staff and student morale?\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e Then it's time to become a brain builder! \u003c\/p\u003e\u003cp\u003e We all are aware of an alarming increase in reported behavioral disruptions in school settings. 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Facts and insights are balanced with hands-on ideas that can be implemented immediately. \u003c\/p\u003e\u003cp\u003e As educators, we have a timely opportunity to empower our students to build their own big, brave, beautiful, world-changing brains - and isn't that, after all, why we chose this profession? \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Jessica Sinarski\u003cbr\u003e\u003cb\u003ePublisher:\u003c\/b\u003e National Center for Youth Issues\u003cbr\u003e\u003cb\u003ePublished:\u003c\/b\u003e 01\/25\/2024\u003cbr\u003e\u003cb\u003ePages:\u003c\/b\u003e 208\u003cbr\u003e\u003cb\u003eBinding Type:\u003c\/b\u003e Paperback\u003cbr\u003e\u003cb\u003eWeight:\u003c\/b\u003e 0.65lbs\u003cbr\u003e\u003cb\u003eSize:\u003c\/b\u003e 8.40h x 5.40w x 0.60d\u003cbr\u003e\u003cb\u003eISBN:\u003c\/b\u003e 9781931636520\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e Jessica Sinarski, LPCMH is a highly sought-after therapist, speaker, and change-maker. 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In \u003cem\u003eBetter Than Carrots or Sticks, \u003c\/em\u003e longtime educators and best-selling authors Dominique Smith, Douglas Fisher, and Nancy Frey provide a practical blueprint for creating a cooperative and respectful classroom climate in which students and teachers work through behavioral issues together. After a comprehensive overview of the roots of the restorative practices movement in schools, the authors explain how to\u003c\/p\u003e \u003cul\u003e \u003cli\u003eEstablish procedures and expectations for student behavior that encourage the development of positive interpersonal skills;\u003c\/li\u003e \u003cli\u003eDevelop a nonconfrontational rapport with even the most challenging students; and\u003c\/li\u003e \u003cli\u003eImplement conflict resolution strategies that prioritize relationship building and mutual understanding over finger-pointing and retribution.\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eRewards and punishments may help to maintain order in the short term, but they're at best superficially effective and at worst counterproductive. This book will prepare teachers at all levels to ensure that their classrooms are welcoming, enriching, and constructive environments built on collective respect and focused on student achievement.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Dominique Smith,Douglas Fisher,Nancy Frey\u003cbr\u003e\u003cb\u003ePublisher:\u003c\/b\u003e ASCD\u003cbr\u003e\u003cb\u003ePublished:\u003c\/b\u003e 08\/17\/2015\u003cbr\u003e\u003cb\u003ePages:\u003c\/b\u003e 170\u003cbr\u003e\u003cb\u003eBinding Type:\u003c\/b\u003e Paperback\u003cbr\u003e\u003cb\u003eWeight:\u003c\/b\u003e 0.46lbs\u003cbr\u003e\u003cb\u003eSize:\u003c\/b\u003e 8.82h x 5.91w x 0.47d\u003cbr\u003e\u003cb\u003eISBN:\u003c\/b\u003e 9781416620624\u003cbr\u003e\u003cbr\u003e\u003ci\u003eThis title is not returnable\u003c\/i\u003e\u003cbr\u003e","brand":"booksdeli.com","offers":[{"title":"Dominique Smith \/ Paperback \/ English","offer_id":47280586457245,"sku":"9781416620624","price":53.61,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/files\/img_04beae4e-2617-499a-a905-56226d1644f9.jpg?v=1759917236"},{"product_id":"unpacking-the-pyramid-model-a-practical-guide-for-preschool-teachers-9781681253909","title":"Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers","description":"\u003cp\u003eFor more than a decade, the widely used \u003ci\u003ePyramid Model for Promoting Social Emotional Competence in Infants and Young Children\u003c\/i\u003e has been helping early educators use research‐based practices to boost social‐emotional development. Now thereâ (TM)s a practical guide that makes it easier than ever to implement this highly effective framework in preschool classrooms.\u003c\/p\u003e\u003cp\u003eCreated by the Pyramid Model developers and experts with extensive training experience, this is the first book to provide a comprehensive, step‐by‐step overview of the Pyramid Model for children ages 2-5. Early childhood educators will get a complete overview of the framework, plus in‐depth guidance, evidence‐based strategies, and helpful checklists for implementing all tiers of the Pyramid Model: universal, targeted, and individualized.\u003c\/p\u003e\u003cp\u003eIdeal for use in teacher trainings, preservice methods courses, and individual professional development, \u003cb\u003eUnpacking the Pyramid Model\u003c\/b\u003e will give current and future educators the foundational skills they need to promote positive behavior and build all young childrenâ (TM)s social‐emotional competence.\u003c\/p\u003e\u003cp\u003eLearn how to use the Pyramid Model to: \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eConstruct a positive classroom environment that supports access and engagement for all students\u003c\/li\u003e\n\u003cli\u003eDevelop predictable schedules and routines that maximize participation and learning\u003c\/li\u003e\n\u003cli\u003eClearly define and teach behavior expectations and rules\u003c\/li\u003e\n\u003cli\u003eDeliver intentional, explicit instruction in social‐emotional competence\u003c\/li\u003e\n\u003cli\u003eSupport smooth and streamlined transitions that prevent challenging behavior\u003c\/li\u003e\n\u003cli\u003eCreate a culture of friendship and actively teach children friendship skills\u003c\/li\u003e\n\u003cli\u003eTeach children about emotions and help them develop a â oefeeling vocabulary⠝\u003c\/li\u003e\n\u003cli\u003eGive children the skills they need to solve interpersonal problems appropriately\u003c\/li\u003e\n\u003cli\u003eProvide individualized support for children with persistent challenging behavior\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eSee more resources on supporting children's social-emotional competence with the Pyramid Model. \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Mary Louise Hemmeter\u003cbr\u003e\u003cb\u003ePublisher:\u003c\/b\u003e Brookes Publishing Company\u003cbr\u003e\u003cb\u003ePublished:\u003c\/b\u003e 05\/28\/2021\u003cbr\u003e\u003cb\u003ePages:\u003c\/b\u003e 208\u003cbr\u003e\u003cb\u003eBinding Type:\u003c\/b\u003e Paperback\u003cbr\u003e\u003cb\u003eWeight:\u003c\/b\u003e 1.30lbs\u003cbr\u003e\u003cb\u003eSize:\u003c\/b\u003e 10.90h x 8.40w x 0.60d\u003cbr\u003e\u003cb\u003eISBN:\u003c\/b\u003e 9781681253909\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e Robert M. Corso, Ph.D., is Executive Director of the Pyramid Model Consortium and a Senior Research Associate at Vanderbilt University. Previously, he served as Project Coordinator for the Center on the Social and Emotional Foundations for Early Learning. Additionally, he was on the leadership team for the National Center on Quality Teaching and Learning and served as Principal Investigator for the Head Start Disability Services Quality Improvement Center. \u003cp\u003e\u003c\/p\u003e Dr. Artman-Meeker is an associate professor of early childhood special education at the University of Washington (UW) and Director of Research at the UW Haring Center for Inclusive Education. She has led state, local, and national training on preventing challenging behavior and promoting social skills. Her training, product development, and scholarship focus on the diverse teachers, children, and families in urban and rural communities served by Head Start, Early Head Start, and military child care. Her main area of research is effective and efficient forms of professional development for early educators. \u003cp\u003e\u003c\/p\u003e Jaclyn (Jackie) D. Joseph, Ph.D., BCBA-D, is Executive Director at the Rise School of Denver, Colorado. Dr. Joseph has been involved in research and technical assistance for the LEAP Model, Pyramid Model, Prevent-Teach-Reinforce for Young Children, and Prevent-Teach-Reinforce for Families. Dr. Josephâ (TM)s professional and research interests include young children with challenging behavior and interventions for improving their social-emotional competence. She also is dedicated to promoting and advocating for high-quality inclusive early care and education opportunities for all young children, and especially for her determined, strong, and amazing little girl who has a rare genetic syndrome. \u003cp\u003e\u003c\/p\u003e Dr. Quesenberry is Professor at Illinois State University in the School of Teaching and Learning. Dr. Quesenberry has more than 20 years of experience working in the field of early childhood special education. She received her doctorate in Early Childhood Special Education from the University of Illinois at Urbana-Champaign in 2007. Her research interests include young childrenâ (TM)s social-emotional development, educatorsâ (TM) professional development, and early childhood policy. \u003cp\u003e\u003c\/p\u003e Dr. Jessica K. Hardy is currently Assistant Professor in the Department of Special Education at the University of Illinois at Urbana-Champaign. Dr. Hardy received her doctorate in early childhood special education from Vanderbilt University and her M.Ed. and BA from the University of Florida. She taught in Portland, Oregon, as a Head Start teacher and an early childhood special education teacher. Dr. Hardyâ (TM)s primary research interests are evidence-based instructional practices and early childhood coaching and professional development. \u003cp\u003e\u003c\/p\u003e Phillip Strain, Ph.D., is James C. Kennedy Endowed Chair in Urban Education at the Morgridge College of Education and Director of the Positive Early Learning Experiences Center at the University of Denver. Dr. Strain is the author of more than 300 professional papers that have focused on young children with autism, prevention of challenging behavior, and inclusion practices. In his 4 decades in the field, he has been a teacher, early intervention program administrator, and university professor. Dr. Strainâ (TM)s research on challenging behavior and autism has received more than $80 million dollars in grant support, and this work has garnered multiple career achievement awards. \u003cp\u003e\u003c\/p\u003e Dr. Steed is Associate Professor in the Early Childhood Education program at the University of Colorado Denver. She received her doctorate in early intervention from the University of Oregon in 2006. Dr. Steed has been the principal investigator on several research projects and personnel preparation grants. She has published articles about early identification of social-emotional disorders in young children and evidence-based and culturally relevant practices to support young children with challenging behavior. \u003cp\u003e\u003c\/p\u003e Dr. Erin Barton is owner and lead consultant at Barton Consulting in Nashville, Tennessee. She is an international educational consultant and an active scholar with over 120 publications in major journals, multiple chapters, and several textbooks related to evidence-based practices. Dr. Barton serves on several editorial boards and is the Editor-in-Chief of \u003ci\u003eTopics in Early Childhood Special Education\u003c\/i\u003e and an Associate Editor for the \u003ci\u003eJournal of Early Intervention\u003c\/i\u003e and \u003ci\u003eRemedial and Special Education\u003c\/i\u003e. She has received many honors including the 2019 Merle B. Karnes Award for Service to the Division for Early Childhood and the 2017 Distinguished Early Career Research Award from the Division for Research of the Council for Exceptional Children. \u003cp\u003e\u003c\/p\u003e Angel Fettig, Ph.D., is an associate professor at the University of Washington, Seattle. Dr. Fettigâ (TM)s research focuses on supporting social-emotional development and reducing challenging behaviors for young children with or at risk for disabilities. Specifically, she examines factors that influence implementation and intervention fidelity for education professionals and caregivers in implementing evidence-based practices that reduce challenging behaviors. \u003cp\u003e\u003c\/p\u003e Dr. Conroy is the Anita Zucker Endowed Professor, Professor of Special Education and Early Childhood Studies in the Department of Special Education, School Psychology, and Early Childhood Studies, and Co-Director of the Anita Zucker Center for Excellence in Early Childhood Studies at the University of Florida. Dr. Conroy has extensive experience in conducting early intervention research with children who are at risk for or who have social and behavioral disabilities. \u003cp\u003e\u003c\/p\u003e Dr. Joseph is the Bezos Family Distinguished Professor in Early Learning at the College of Education at the University of Washington, Seattle. She teaches courses, advises students, provides service and conducts research on topics related to early care and education.\u003cp\u003e Dr. Joseph has been involved in a number of research projects and training and technical assistance activities at the local, state and national levels related to child care quality, teacher preparation, and promoting children's social emotional development as well as preventing challenging behavior in early learning settings.\u003c\/p\u003e\u003cp\u003e She is the Founding Executive Director of Cultivate Learning, and was the Principal Investigator and director of the Head Stat Center for Inclusion (Headstartinclusion.org) and Co\u0026amp;hyphen;PI of the National Center for Quality Teaching and Learning funded by the Office of Head Start. At Cultivate Learning she oversees the work of quality ratings in all licensed childcare and state prek programs in the state. \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e Glen Dunlap, Ph.D., has been involved with individuals with disabilities for more than 45 years and has served as a teacher, administrator, researcher, and university faculty member. He has directed numerous research and training projects and has been awarded dozens of federal and state grants to pursue this work. He has authored more than 250 articles and book chapters, co -edited numerous books, and served on 15 editorial boards. He was one of the founders of the Association for Positive Behavior Support, and served terms as treasurer and president of that organization. He is also the lead author on each of the books in the PTR series. Dr. Dunlap was a founding editor of the \u003ci\u003eJournal of Positive Behavior Interventions\u003c\/i\u003e and served for 10 years as the editor of \u003ci\u003eTopics in Early Childhood Special Education\u003c\/i\u003e. Dr. Dunlap lives in Reno, NV and is affiliated with the University of Nevada, Reno. \u003cp\u003e\u003c\/p\u003e\u003cb\u003ePatricia Snyder, Ph.D., \u003c\/b\u003e is a Professor and the David Lawrence Jr. Endowed Chair in Early Childhood Studies at the University of Florida. She is the founding director of the Anita Zucker Center for Excellence in Early Childhood Studies. Dr. Snyder has worked for more than 40 years in the interdisciplinary field of early childhood studies. Her research interests focus on embedded instruction for early learning; social-emotional foundations of early learning; professional development, including practice-based coaching; and early childhood assessment and measurement. \u003cp\u003e\u003c\/p\u003e\u003cp\u003eDr. Smith received her master's degree in early childhood special education and doctorate in special education and public policy from the University of North Carolina at Chapel Hill. Her areas of interest include early childhood special education\/early intervention policies, systems and program development; leadership and collaboration; and the scaling up of evidence-based practices.\u003c\/p\u003e\u003cp\u003eDr. Smith has held early childhood and early childhood special education positions for the past thirty five years including early childhood teacher, Executive Director of the Division for Early Childhood (DEC) of the Council for Exceptional Children; Policy Specialist, Council for Exceptional Children (CEC); and Program Specialist, Office of Special Education Programs, US Department of Education. She has served as a consultant on state and national early childhood policy, expert witness in right to treatment litigation, prepared and delivered legislative testimony to the Congress as well as state legislatures, and has worked with many parent and professional groups in their state policy efforts. \u003c\/p\u003e\u003cp\u003eIn an effort to help shape quality inclusive early childhood environments for all children, including those with special needs, she has worked closely for many years with NAEYC and other early childhood leadership organizations including serving on the NAEYC Commission to develop the current program accreditation criteria. Dr. Smith has authored over 20 peer-reviewed journal articles, and 15 books and chapters one of which was the first book for administrators on preschool inclusion: The Administrator's Policy Handbook for Preschool Mainstreaming (1993). She also chaired the most recent effort to establish the DEC Recommended Practices in Early Intervention\/Early Childhood Special Education to help guide the field in improving services for young children with special needs, their families and those who work with them.\u003c\/p\u003e\u003cp\u003eShe is currently Co-Principal Investigator of an OSEP funded doctoral program at UCD in early intervention and early childhood special education policy and collaborative leadership, and is involved in the OSEP funded national Early Childhood Technical Assistance Center (ECTA). She is the recipient of several awards and honors.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e Denise Perez Binder has been a member of the USF Pyramid Model research team since 2007. Currently, she is a training and technical assistance specialist with the National Center for Pyramid Model Innovations, National Early Childhood Technical Assistance Center. She has expertise in program-wide implementation of the Pyramid Model, Practice Based Coaching, and is a trainer for the TPOT(TM). \u003cp\u003e\u003c\/p\u003e Dr. Bishop is Assistant Research Scientist at the University of Florida Anita Zucker Center for Excellence in Early Childhood Studies. Dr. Bishop and her colleagues collaborate to provide evidence-based professional development to support families and preschool teachers to use Pyramid Model practices in everyday routines and activities to promote young childrenâ (TM)s social-emotional development. \u003cp\u003e\u003c\/p\u003e Eleanor Bold is a doctoral student in the Child, Family, and School Psychology program at the University of Denver (DU) and is a graduate research assistant in DUâ (TM)s Positive Early Learning Experiences Center. Bold earned her bachelorâ (TM)s degree from Washington and Lee University in Lexington, Virginia. She spent several years working at the Duke Center for Child and Family Policy supporting the implementation and evaluation of multiple community-based programs before starting at DU. Eleanor is passionate about early intervention and education for all children. \u003cp\u003e\u003c\/p\u003e Edward (Ted) Bovey was an original contributor to the development of the Pyramid Model preschool training modules. Ted continues to work on the development, research, and dissemination of Pyramid Model practices through the lens of Pyramid Model implementation in inclusive classrooms and with diverse populations. \u003cp\u003e\u003c\/p\u003e Dr. Cheathamâ (TM)s scholarship focuses on the provision of effective, appropriate, and equitable services for young children and families from culturally and linguistically diverse backgrounds. He has a particular interest in language diversity, including bilingualism for families and children considered at-risk and those who have disabilities. \u003cp\u003e\u003c\/p\u003e Dr. Doubet has enjoyed more than 40 years in the early childhood field in a variety of capacities. Her most memorable experiences include working with parents, children, and care providers in multiple states and international settings. Currently, Dr. Doubet is a professor at Illinois State University, with a research focus on the social-emotional development of young children. \u003cp\u003e\u003c\/p\u003e Dr. Ferro is Associate Professor in the Florida Center for Inclusive Communities at the University of South Florida. Her research is primarily focused on individualized interventions and prevention. Currently, Dr. Ferro provides training and technical assistance on implementing the Pyramid Model to statewide leadership teams, program coaches, and program-wide leadership teams for the National Center for Pyramid Model Innovations. \u003cp\u003e\u003c\/p\u003e Adrienne Golden is a doctoral student at Vanderbilt University and works with Dr. Mary Louise Hemmeter. Adrienne holds a masterâ (TM)s degree in Early Childhood Special Education from Vanderbilt University and is a Board Certified Behavior Analyst. Prior to pursuing her doctorate, Adrienne taught for 6 years in inclusive preschool classrooms, where she implemented the Pyramid Model. Currently, Adrienne is researching sustainable models for coaching teachers on the implementation of Pyramid Model practices (e.g., reciprocal peer coaching). \u003cp\u003e\u003c\/p\u003e Shawna Harbin is a doctoral student at the University of Washington where she studies early childhood special education. Prior to returning to graduate school, Shawna worked for several years as a special educator in early intervention and preschool settings. Shawnaâ (TM)s areas of interest include social-emotional learning for young children, family coaching, and equitable partnerships between professionals and families in early childhood special education. \u003cp\u003e\u003c\/p\u003e Abby Hodges is a doctoral student at the University of Denver where she studies Child, Family, and School Psychology. Abby is a graduate research assistant at the Positive Early Learning Experiences Center where she assists with a number of projects including research and assistance with implementation of the LEAP Model, Pyramid Model, and Prevent-Teach-Reinforce for Young Children. Abbyâ (TM)s professional and research interests include the assessment and treatment of challenging behavior in young children and collaborating with teachers and caregivers to implement interventions with fidelity. \u003cp\u003e\u003c\/p\u003e Amy Hunter is Assistant Professor at Georgetown Universityâ (TM)s Center for Child and Human Development. Currently, Amy oversees the mental health section of the Head Start National Center on Early Childhood Health and Wellness. Amy is also faculty on the Substance Abuse and Mental Health Services Administration-funded National Center of Excellence on Infant\/Early Childhood Mental Health Consultation. \u003cp\u003e\u003c\/p\u003e Previously, Amy served in many positions at ZERO TO THREE: National Center for Infants, Toddlers, and Families, including as Director of Program Operations for the Early Head Start National Resource Center and Project Director for the Infant Toddler Center on the Social Emotional Foundations of Early Learning project. For 20 years, Amy has been involved in early childhood mental health, including providing training and technical assistance on early childhood mental health consultation to individuals and groups around the country. \u003cp\u003e\u003c\/p\u003e Dr. Kinder is Research Associate at Vanderbilt University in Nashville, Tennessee. She coordinates a variety of research studies focused on the Pyramid Model and practice-based coaching. Dr. Kinder has worked for more than 15 years in public and lab school settings in a variety of roles, including associate director, coach, and teacher. Her professional interests include inclusive education, embedded instruction, building collaborative partnerships, and supporting coaches in the field. \u003cp\u003e\u003c\/p\u003e Jarrah Korba currently is serving children with disabilities through a behavior analysis clinic. Jarrah holds a masterâ (TM)s degree in Early Childhood Special Education and is a Board Certified Behavior Analyst. Jarrahâ (TM)s focuses include challenging behavior and autism. \u003cp\u003e\u003c\/p\u003e Rochelle Lentini is a consultant and trainer. In 2006â \"2018, she directed the University of South Floridaâ (TM)s Program-Wide Positive Behavior Support project. She is a Pyramid Model Consortium faculty member and one of the first innovators to contribute to the design of the Pyramid Model. In addition, Rochelle is CEO of the Purple Playas Foundation, a non-profit providing hope to children with chronic illness. Her primary areas of interest are in Positive Behavior Support, early childhood education, inclusion, practice-based coaching, raising a child with chronic illness, and family-centered supports. \u003cp\u003e\u003c\/p\u003e Dr. Milam is Assistant Professor in the Department of Education at York College of Pennsylvania. She received her doctoral degree in Early Childhood Special Education from Vanderbilt University. \u003cp\u003e\u003c\/p\u003e Dr. Pokorski is an early childhood special educator and Board Certified Behavior Analyst whose work focuses on improving the lives of young children with disabilities and their caregivers. Her research targets interventions that foster foundational skill development--such as adaptive and social skills--and prevent and address challenging behavior in this population. \u003cp\u003e\u003c\/p\u003e Ron Roybal currently is working at the University of Denver for the Morgridge College of Education after 15 years at the University of Colorado at Denver. His responsibilities have included the LEAP USA and LEAP Outreach projects, the Professional Development in Autism project, the Colorado Autism Project, the Technical Assistance Center on Social Emotional Intervention for Young Children, and Social Emotional Foundations of Early Learning. He presents at national challenging behavior conferences and professional development\/staff development days around the country. Prior to being an educational consultant, Ron was a teacher in an early childhood inclusive classroom for students diagnosed with autism spectrum disorder and typically developing students. \u003cp\u003e\u003c\/p\u003e Dr. Santosâ (TM)s research focuses on young children with disabilities and their families in the context of early intervention and early childhood special education services. She is interested in developing an understanding of the ecologic influence of families and culture on parents and professionals in facilitating young childrenâ (TM)s development and learning. Through her research, teaching, and public service activities, Dr. Santos aims to make a positive impact on the lives of children with disabilities and their families by enhancing the practices of professionals who work directly with these children and families. Her prior experiences as a preschool teacher, special educator, and administrator in inclusive settings have greatly influenced her work in academia. \u003cp\u003e\u003c\/p\u003e Dr. Schnitz is Assistant Research Professor at Juniper Gardens Childrenâ (TM)s Project. Dr. Schnitzâ (TM)s line of inquiry focuses on supporting pre- and in-service teachers to implement evidence-based practices and families to promote social-emotional competence and address challenging behaviors in young children. Alana evaluated the efficacy of the Positive Solutions for Families Intervention for her dissertation and has worked on research projects related to the Pyramid Model for more than 10 years. \u003cp\u003e\u003c\/p\u003e Dr. Shannon is Assistant Research Scientist at the University of Florida in the Anita Zucker Center for Excellence in Early Childhood Studies. Dr. Shannon has been working in the field of early childhood studies for more than 15 years, teaching in school- and center-based inclusive early childhood programs and providing professional development and coaching to teachers, coaches, and administrators in public, private, and Head Start settings. \u003cp\u003e\u003c\/p\u003e Mary Louise Hemmeter, Ph.D., is Professor in the Department of Special Education at Vanderbilt University. Her research focuses on effective instruction, social-emotional development, challenging behavior, and on coaching teachers. \u003cp\u003e\u003c\/p\u003e She has been a principal investigator (PI) or co-PI on numerous projects funded by the U.S. Departments of Education and Health and Human Services. Through her work on the National Center on Social Emotional Foundations for Early Learning and Institute of Education Sciences (IES)-funded research projects, she was involved in the development of the \u003ci\u003ePyramid Model for Supporting Social Emotional Competence in Young Children\u003c\/i\u003e and practice-based coaching, a model for supporting teachers in implementing effective practices. \u003cp\u003e\u003c\/p\u003e She is currently the PI on on an IES-funded development project on programwide supports for implementing the \u003ci\u003ePyramid Model\u003c\/i\u003e, a co-PI on an IES developmental project on implementing the Pyramid Model in infant-toddler settings, and a co-PI on an IES efficacy study examining approaches to supporting teachers in implementing embedded instructions. \u003cp\u003e\u003c\/p\u003e She is a co-author on the Connect4Learning Early Childhood Curriculum and the Teaching Pyramid Observation Tool (TPOT(TM)). She was a coeditor of the \u003ci\u003eJournal of Early Intervention\u003c\/i\u003e and President of the Council for Exceptional Childrenâ (TM)s Division for Early Childhood (DEC). She received the Merle B. Karnes Service to the Division Award and the Mary McEvoy Service to the Field Award. \u003cp\u003e\u003c\/p\u003e Dr. Michaelene M. Ostrosky is Grayce Wicall Gauthier Professor of Education and Head of the Department of Special Education at the University of Illinois at Urbana-Champaign (UIUC). She has been involved in research and dissemination on the inclusion of children with disabilities, social-emotional competence, and challenging behavior. \u003cp\u003e\u003c\/p\u003e Through her work on the national Center on the Social Emotional Foundations for Early Learning she was involved in the development of the Pyramid Model for Supporting Social Emotional Competence in Young Children. Professor Ostrosky is a former editor of \u003ci\u003eYoung Exceptional Children (YEC) \u003c\/i\u003e and the co-editor of several YEC monographs. She co-authored the \u003ci\u003eMaking Friends\u003c\/i\u003e book (2016), which supports the acceptance of individuals with disabilities, and \u003ci\u003eThe Project Approach for All Learners\u003c\/i\u003e (2018). \u003cp\u003e\u003c\/p\u003e Professor Ostrosky has been recognized for her professional accomplishments with honors such as UIUC University Scholar, Goldstick Family Scholar, College of Education Senior Scholar, and the Division of Early Childhood of the Council for Exceptional Childrenâ (TM)s Award for Mentoring. \u003cp\u003e\u003c\/p\u003e Dr. Lise Fox is a professor in the Department of Child and Family Studies at the University of South Florida in Tampa, Florida, and is Co-Director of the Florida Center for Inclusive Communities: A University Center for Excellence in Developmental Disabilities. Dr. Fox is one of the developers of the Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children and has authored 95 books, book chapters, and articles. She has developed and managed numerous technical assistance, research, model demonstration, and personnel preparation projects in the areas of early childhood special education, state capacity building, implementation of the Pyramid Model, preventing and addressing challenging behavior, and Positive Behavior Support. She is the director of the National Center for Pyramid Model Innovations. \u003cbr\u003e\u003cbr\u003e","brand":"booksdeli.com","offers":[{"title":"Mary Louise Hemmeter \/ Paperback \/ English","offer_id":47281343627421,"sku":"9781681253909","price":92.3,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/files\/img_0983129b-6391-45ef-9c75-f46f67ae24b3.jpg?v=1759929888"},{"product_id":"lost-at-school-why-our-kids-with-behavioral-challenges-are-falling-through-the-cracks-and-how-we-can-help-them-9781501101496","title":"Lost at School: Why Our Kids with Behavioral Challenges Are Falling Through the Cracks and How We Can Help Them","description":"\u003cb\u003eFrom the renowned authority on education and parenting, \"an in-depth approach to aid parents and teachers to work together with behaviorally challenging students\" (\u003ci\u003ePublishers Weekly\u003c\/i\u003e)--now revised and updated.\u003c\/b\u003e \u003cp\u003e\u003c\/p\u003eSchool discipline is broken. Too often, the kids who need our help the most are viewed as disrespectful, out of control, and beyond help, and are often the recipients of our most ineffective, most punitive interventions. These students--and their parents, teachers, and administrators--are frustrated and desperate for answers. \u003cp\u003e\u003c\/p\u003eDr. Ross W. Greene, author of the acclaimed book \u003ci\u003eThe Explosive Child\u003c\/i\u003e, offers educators and parents a different framework for understanding challenging behavior. 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Greene\u003cbr\u003e\u003cb\u003ePublisher:\u003c\/b\u003e Scribner Book Company\u003cbr\u003e\u003cb\u003ePublished:\u003c\/b\u003e 09\/30\/2014\u003cbr\u003e\u003cb\u003ePages:\u003c\/b\u003e 336\u003cbr\u003e\u003cb\u003eBinding Type:\u003c\/b\u003e Paperback\u003cbr\u003e\u003cb\u003eWeight:\u003c\/b\u003e 0.60lbs\u003cbr\u003e\u003cb\u003eSize:\u003c\/b\u003e 8.30h x 5.50w x 0.90d\u003cbr\u003e\u003cb\u003eISBN:\u003c\/b\u003e 9781501101496\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003eRoss W. Greene, PhD, is a clinical psychologist and the originator of the innovative, evidence-based approach called Collaborative \u0026amp; Proactive Solutions (CPS), as described in his influential books \u003ci\u003eThe Explosive Child\u003c\/i\u003e, \u003ci\u003eLost at School\u003c\/i\u003e, \u003ci\u003eLost \u0026amp; Found\u003c\/i\u003e, and \u003ci\u003eRaising Human Beings\u003c\/i\u003e. He developed and executive produced the award-winning documentary film \u003ci\u003eThe Kids We Lose\u003c\/i\u003e. Dr. Greene was on the faculty at Harvard Medical School for over twenty years and is now founding director of the nonprofit Lives in the Balance. He is also currently adjunct Professor in the Department of Psychology at Virginia Tech. Dr. Greene has worked with several thousand kids with concerning behaviors and their caregivers, and he and his colleagues have overseen implementation and evaluation of the CPS model in countless schools, inpatient psychiatry units, and residential and juvenile detention facilities, with dramatic effect: significant reductions in recidivism, discipline referrals, detentions, suspensions, and use of restraint and seclusion. Dr. Greene lectures throughout the world and lives in Freeport, Maine.\u003cbr\u003e","brand":"booksdeli.com","offers":[{"title":"Ross W. Greene \/ Paperback \/ English","offer_id":47281516675229,"sku":"9781501101496","price":35.97,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/files\/img_b348d906-2a20-4f04-9778-c4e3c87577b2.jpg?v=1759933353"},{"product_id":"quick-responses-for-reducing-misbehavior-and-suspensions-9798992251401","title":"QUICK Responses for Reducing Misbehavior and Suspensions","description":"\u003cp\u003eDeliberate Coaching transforms schools by applying behavioral science to significantly enhance \u003cstrong\u003eteacher effectiveness and student achievement.\u003c\/strong\u003e Distinct from traditional coaching guides, this book delivers a science-based approach for those seeking \u003cstrong\u003elasting, positive change\u003c\/strong\u003e, addressing the inefficacy of conventional training and performance-improvement methods and offering efficient alternatives that can be applied quickly and easily. Utilizing \u003cstrong\u003ebehavioral science, \u003c\/strong\u003e specifically applied behavior analysis (ABA), Deliberate Coaching equips educational leaders and those supporting school improvement in any capacity with \u003cstrong\u003eactionable strategies\u003c\/strong\u003e to transition from reactive to proactive strategies, improve instructional practices, and achieve school improvement goals effectively and efficiently. It emphasizes starting with small, goal-directed, and strategic steps to create \u003cstrong\u003esubstantial, measurable improvements\u003c\/strong\u003e in teaching quality and student performance. Deliberate Coaching offers more than \u003cstrong\u003etheoretical insights\u003c\/strong\u003e; it provides a \u003cstrong\u003epractical framework\u003c\/strong\u003e for real-world application, ensuring professional development efforts, school improvement plans, and performance-improvement approaches lead to significant, sustainable, and replicable outcomes. It's an essential tool for anyone committed to advancing \u003cstrong\u003eeducational excellence\u003c\/strong\u003e and fostering a culture of continuous improvement and \u003cstrong\u003esuccess in schools\u003c\/strong\u003e through the principles of behavioral science.\u003c\/p\u003e\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Paul Gavoni,Eric Gormley,Anika Costa\u003cbr\u003e\u003cb\u003ePublisher:\u003c\/b\u003e Keypress Publishing\u003cbr\u003e\u003cb\u003ePublished:\u003c\/b\u003e 04\/08\/2025\u003cbr\u003e\u003cb\u003ePages:\u003c\/b\u003e 210\u003cbr\u003e\u003cb\u003eBinding Type:\u003c\/b\u003e Paperback\u003cbr\u003e\u003cb\u003eWeight:\u003c\/b\u003e 1.10lbs\u003cbr\u003e\u003cb\u003eSize:\u003c\/b\u003e 11.00h x 8.50w x 0.44d\u003cbr\u003e\u003cb\u003eISBN:\u003c\/b\u003e 9798992251401","brand":"booksdeli.com","offers":[{"title":"Paul Gavoni \/ Paperback \/ English","offer_id":47281556553885,"sku":"9798992251401","price":47.46,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/files\/img_aa9b7a43-9b8c-4b56-b63d-ab49f3e33d9b.jpg?v=1759934431"},{"product_id":"troublemakers-lessons-in-freedom-from-young-children-at-school-9781620972366","title":"Troublemakers: Lessons in Freedom from Young Children at School","description":"\u003cb\u003eA radical educator's paradigm-shifting inquiry into the accepted, normal demands of school, as illuminated by moving portraits of four young \"problem children\" \u003c\/b\u003e \u003cp\u003e\u003c\/p\u003eIn this dazzling debut, Carla Shalaby, a former elementary school teacher, explores the everyday lives of four young \"troublemakers,\" challenging the ways we identify and understand so-called problem children. Time and again, we make seemingly endless efforts to moderate, punish, and even medicate our children, when we should instead be concerned with transforming the very nature of our institutions, systems, and structures, large and small. Through delicately crafted portraits of these memorable children-Zora, Lucas, Sean, and Marcus-\u003ci\u003eTroublemakers\u003c\/i\u003e allows us to see school through the eyes of those who know firsthand what it means to be labeled a problem. \u003cp\u003e\u003c\/p\u003eFrom Zora's proud individuality to Marcus's open willfulness, from Sean's struggle with authority to Lucas's tenacious imagination, comes profound insight-for educators and parents alike-into how schools engender, exclude, and then try to erase trouble, right along with the young people accused of making it. And although the harsh disciplining of adolescent behavior has been called out as part of a school-to-prison pipeline, the children we meet in these pages demonstrate how a child's path to excessive punishment and exclusion in fact begins at a much younger age. \u003cp\u003e\u003c\/p\u003eShalaby's empathetic, discerning, and elegant prose gives us a deeply textured look at what noncompliance signals about the environments we require students to adapt to in our schools. Both urgent and timely, this paradigm-shifting book challenges our typical expectations for young children and with principled affection reveals how these demands-despite good intentions-work to undermine the pursuit of a free and just society.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Carla Shalaby\u003cbr\u003e\u003cb\u003ePublisher:\u003c\/b\u003e New Press\u003cbr\u003e\u003cb\u003ePublished:\u003c\/b\u003e 03\/07\/2017\u003cbr\u003e\u003cb\u003ePages:\u003c\/b\u003e 240\u003cbr\u003e\u003cb\u003eBinding Type:\u003c\/b\u003e Hardcover\u003cbr\u003e\u003cb\u003eWeight:\u003c\/b\u003e 0.85lbs\u003cbr\u003e\u003cb\u003eSize:\u003c\/b\u003e 8.30h x 5.60w x 0.90d\u003cbr\u003e\u003cb\u003eISBN:\u003c\/b\u003e 9781620972366\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eReview Citation(s): \u003c\/b\u003e\u003cbr\u003e\u003ci\u003eKirkus Reviews\u003c\/i\u003e 01\/15\/2017\u003cbr\u003e\u003ci\u003eLibrary Journal\u003c\/i\u003e 03\/01\/2017 pg. 90\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eCarla Shalaby\u003c\/b\u003e is a former elementary school teacher who has studied at the Rutgers and Harvard graduate schools of education and directed elementary education programs at Brown University and Wellesley College. Her work focuses on the critical role that children and teachers play in the ongoing struggle for justice. She lives in Detroit and is the author of \u003ci\u003eTroublemakers: Lessons in Freedom from Young Children at School\u003c\/i\u003e (The New Press).\u003cbr\u003e","brand":"booksdeli.com","offers":[{"title":"Carla Shalaby \/ Hardcover \/ English","offer_id":47281811357853,"sku":"9781620972366","price":48.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/files\/img_0142e5f3-f959-49da-805a-1603de0af6c0.jpg?v=1759936710"},{"product_id":"prevent-teach-reinforce-the-school-based-model-of-individualized-positive-behavior-support-9781681250847","title":"Prevent-Teach-Reinforce: The School-Based Model of Individualized Positive Behavior Support","description":"\u003cp\u003e Solve serious behavior challenges in K-8 classrooms with the updated second edition of this bestselling book, your practical, user-friendly guide to the Prevent-Teach-Reinforce (PTR) model. Developed by highly respected experts on positive behavior support, this research-proven model gives your school team a step-by-step blueprint for reducing problems unresolved by typical behavior management strategies. You'll get explicit guidance and strategies for implementing all five steps of PTR: 1) teaming and goal-setting, 2) collecting data, 3) conducting a PTR Functional Behavioral Assessment, 4) developing a PTR behavior intervention plan, and 5) monitoring progress and making data-based decisions. Enhanced with new research on PTR and fresh content on timely topics like multi-tiered systems of support, this guidebook will help you resolve even the toughest behavior challenges--and improve social and academic outcomes for your whole class.\u003c\/p\u003e\u003cbr\u003e\u003cb\u003eBENEFITS OF PTR: \u003c\/b\u003e\u003cul\u003e\n\u003cli\u003e\n\u003cb\u003eproven effective by research and field testing\u003c\/b\u003e in real classrooms--PTR was shown to reduce behavior problems and increase evidence of social skills and academic engagement\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003estructured and explicit, with five systematic steps\u003c\/b\u003e that take you beyond tips and strategies \u003c\/li\u003e\n\u003cli\u003econsistent with \u003cb\u003epositive behavior support\u003c\/b\u003e and derived from the principles of \u003cb\u003eapplied behavior analysis\u003c\/b\u003e\n\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eeasily adaptable \u003c\/b\u003eto the needs and goals of each individual student\u003c\/li\u003e\n\u003cli\u003eeffective for both \u003cb\u003etypically developing students\u003c\/b\u003e and \u003cb\u003elearners with disabilities\u003c\/b\u003e and other challenges\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003e\u003c\/p\u003e\u003cb\u003eWHATâ (TM)S NEW\u003c\/b\u003e\u003cbr\u003e New and enhanced material on: \u003cbr\u003e\u003cul\u003e\n\u003cli\u003e Using multi-tiered systems of support (MTSS) \u003c\/li\u003e\n\u003cli\u003e Implementing evidence-based classroom strategies\u003c\/li\u003e\n\u003cli\u003e Becoming an effective team facilitator\u003c\/li\u003e\n\u003cli\u003e Collaborating as a strong, cohesive team\u003c\/li\u003e\n\u003cli\u003e Monitoring progress with the Individualized Behavior Rating Scale Tool \u003c\/li\u003e\n\u003cli\u003e Developing successful behavior intervention plans\u003c\/li\u003e\n\u003cli\u003e Creating useful task analyses\u003c\/li\u003e\n\u003cli\u003e Making data-based decisions\u003c\/li\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cb\u003ePlus: \u003c\/b\u003e new case examples that illustrate components of PTR, two in-depth case studies, and new and revised forms (also available online for easy download)\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Glen Dunlap,Rose Iovannone,Donald Kincaid\u003cbr\u003e\u003cb\u003ePublisher:\u003c\/b\u003e Brookes Publishing Company\u003cbr\u003e\u003cb\u003ePublished:\u003c\/b\u003e 09\/06\/2018\u003cbr\u003e\u003cb\u003ePages:\u003c\/b\u003e 216\u003cbr\u003e\u003cb\u003eBinding Type:\u003c\/b\u003e Paperback\u003cbr\u003e\u003cb\u003eWeight:\u003c\/b\u003e 1.10lbs\u003cbr\u003e\u003cb\u003eSize:\u003c\/b\u003e 10.30h x 8.40w x 0.40d\u003cbr\u003e\u003cb\u003eISBN:\u003c\/b\u003e 9781681250847\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e Glen Dunlap, Ph.D., has been involved with individuals with disabilities for more than 45 years and has served as a teacher, administrator, researcher, and university faculty member. He has directed numerous research and training projects and has been awarded dozens of federal and state grants to pursue this work. He has authored more than 250 articles and book chapters, co -edited numerous books, and served on 15 editorial boards. He was one of the founders of the Association for Positive Behavior Support, and served terms as treasurer and president of that organization. He is also the lead author on each of the books in the PTR series. Dr. Dunlap was a founding editor of the \u003ci\u003eJournal of Positive Behavior Interventions\u003c\/i\u003e and served for 10 years as the editor of \u003ci\u003eTopics in Early Childhood Special Education\u003c\/i\u003e. Dr. Dunlap lives in Reno, NV and is affiliated with the University of Nevada, Reno. \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eRose Iovannone, Ph.D.\u003c\/b\u003e, Assistant Professor, Division of Applied Research and Educational Support (DARES), Department of Child \u0026amp; Family Studies, Florida Mental Health Institute, University of South Florida, 13301 Bruce B. Downs Boulevard, MHC 2113A, Tampa, Florida 33612-3899 \u003c\/p\u003e\u003cp\u003eDr. Iovannone is currently the director of the Prevent-Teach-Reinforce (PTR) Project. She has also served as the co-principal investigator on a University of South Florida (USF) subcontract for the Professional Development in Autism Project funded by Office of Special Education Programs (OSEP) and Assistant Director for the Center for Autism and Related Disabilities (CARD) at USF. She has published several journal articles and book chapters in the areas of functional assessment, function-based support plans, and positive behavior support and is currently working on numerous manuscripts related to preliminary outcomes of the PTR project. She teaches graduate-level courses on behavioral interventions. As an expert in providing support at the tertiary level, Dr. Iovannone is also a well-respected trainer and consultant. She has extensive experience in working with individuals with autism, learning disabilities, and emotional disabilities. Her principal activities and research interests have been in the areas of functional behavior assessment and positive behavior support, augmentative and alternative communication, and assessment and evaluation. \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eDonald Kincaid, Ed.D.\u003c\/b\u003e, Assistant Program Director and Professor, Division of Applied Research and Educational Support (DARES), Department of Child \u0026amp; Family Studies, Florida Mental Health Institute, University of South Florida, 13301 Bruce B. Downs Boulevard, MHC 2113A, Tampa, Florida 33612-3899 \u003c\/p\u003e\u003cp\u003eDr. Kincaid is the director of the Florida Positive Behavior Support Project and the Principal Investigator of the Prevent-Teach-Reinforce model. He is also a collaborator and principal investigator for the University of South Florida's subcontract with the Technical Assistance Center for Positive Behavioral Interventions and Supports. He also serves as the co-principal investigator on Florida's Center for Inclusive Communities, a University Center for Excellence in Developmental Disabilities. His primary interests are in applying positive behavior support approaches for individual students, classrooms, and entire schools. Much of his professional activity involves coordinating systems change efforts at a local, state, and national level to support the implementation of evidence-based practices. Dr. Kincaid also teaches at the university level and serves on a number of editorial and advisory boards in the area of positive behavior support. \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e Kelly Wilson, M.A., is a trainer, consultant, and researcher currently working with the Pyramid Model Consortium and Brookes-On-Location. Ms. Wilson provides training and consultation in Early Childhood Education programs that includes administrators and leaders, program directors, staff, teachers, and families to support implementation of Pyramid Model, all Prevent-Teach-Reinforce (PTR) products and systems change. Previously, Ms. Wilson worked for the University of Colorado Denver for 13 years as a research assistant. She spent 5 years working on PTR research by supporting staff, teachers, and families with children with severe and persistent challenging behavior. She also worked as a consultant for Learning Experiences: An Alternative Program for Preschoolers and Parents (LEAP) Outreach Project, providing consultation in early childhood to preschools and elementary schools serving children with autism and challenging behaviors. Ms. Wilson has been involved in almost every aspect of early childhood with an emphasis on challenging behaviors and inclusive education. She is the mother of four extraordinary children who all have Fragile X Syndrome and has gained experience with challenging behavior at a personal and professional level. \u003cp\u003e\u003c\/p\u003e Kathy Christiansen joined Floridaâ (TM)s Positive Behavior Support Project in 2008 as a Technical Assistant Specialist. She provides consultation, training and technical assistance to school districts throughout the state of Florida on positive behavior supports across all three tiers. Prior to joining the project, Kathy served as a Behavior Research Specialist with the Prevent-Teach-Reinforce research project, a school-based model of individualized positive behavior support, funded through the Institute of Education Sciences, US Department of Education. \u003cp\u003e\u003c\/p\u003e Phillip Strain, Ph.D., is James C. Kennedy Endowed Chair in Urban Education at the Morgridge College of Education and Director of the Positive Early Learning Experiences Center at the University of Denver. Dr. Strain is the author of more than 300 professional papers that have focused on young children with autism, prevention of challenging behavior, and inclusion practices. In his 4 decades in the field, he has been a teacher, early intervention program administrator, and university professor. Dr. Strainâ (TM)s research on challenging behavior and autism has received more than $80 million dollars in grant support, and this work has garnered multiple career achievement awards. \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eTim Knoster, Ed.D., \u003c\/b\u003e 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.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e","brand":"booksdeli.com","offers":[{"title":"Glen Dunlap \/ Paperback \/ English","offer_id":47281970970781,"sku":"9781681250847","price":92.3,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/files\/img_65378925-38e5-4c4f-9d5e-da2e30be7fe8.jpg?v=1759941245"},{"product_id":"untethered-creating-connected-families-schools-and-communities-to-raise-a-resilient-generation-9780593713341","title":"Untethered: Creating Connected Families, Schools, and Communities to Raise a Resilient Generation","description":"\u003cb\u003eAn essential guide to restoring our children's behavioral health and wellbeing\u003c\/b\u003e \u003cp\u003e\u003c\/p\u003eOver the past decade, children's mental health challenges have reached epidemic levels--stress, anxiety, childhood depression, and suicide are at unprecedented high rates. Amid high-stakes pressure for kids to succeed, parents and teachers have never needed a road map to healthy child development more urgently. And as psychologist and educator Doug Bolton explains in this eye-opening and powerful guide, underlying our modern-day stresses is an even more pervasive problem: We're relying on practices that are not in line with what science tells us about how to truly motivate children and help them thrive.\u003cbr\u003eAs Bolton persuasively argues, we need to step away from parenting and teaching based on controlling our children with incentives and punishments--they focus on short-term compliance at the cost of health development. 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I never fully understood why. Until now. Until Bettina Love unapologetically and painstakingly chronicled the last forty years of education 'reform' in this landmark book. I hated school because it warred on me. I hated school because I loved to dream.\"  \u003cbr\u003e\u003cb\u003e--Ibram X. Kendi, \u003ci\u003eNew York Times\u003c\/i\u003e bestselling author of \u003ci\u003eHow to be an Antiracist\u003cbr\u003e\u003c\/i\u003e\u003c\/b\u003e\u003cb\u003e\u003cbr\u003eIn the tradition of Michelle Alexander, an unflinching reckoning with the impact of 40 years of racist public school policy on generations of Black lives\u003c\/b\u003e \u003cp\u003e\u003c\/p\u003eIn \u003ci\u003ePunished for Dreaming\u003c\/i\u003e Dr. Bettina Love argues forcefully that Reagan's presidency ushered in a War on Black Children, pathologizing and penalizing them in concert with the War on Drugs. New policies punished schools with policing, closure, and loss of funding in the name of reform, as white savior, egalitarian efforts increasingly allowed private interests to infiltrate the system. These changes implicated children of color, and Black children in particular, as low performing, making it all too easy to turn a blind eye to their disproportionate conviction and incarceration. Today, there is little national conversation about a structural overhaul of American schools; cosmetic changes, rooted in anti-Blackness, are now passed off as justice. \u003cp\u003e\u003c\/p\u003eIt is time to put a price tag on the miseducation of Black children. In this prequel to \u003ci\u003eThe New Jim Crow\u003c\/i\u003e, Dr. Love serves up a blistering account of four decades of educational reform through the lens of the people who lived it. \u003ci\u003ePunished for Dreaming \u003c\/i\u003elays bare the devastating effect on 25 Black Americans caught in the intersection of economic gain and racist ideology. Then, with input from leading U.S. economists\u003cb\u003e, \u003c\/b\u003eDr. Love offers a road map for repair, arguing for reparations with transformation for all children at its core.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Bettina L. 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Love\u003c\/b\u003e is the William F. Russell Professor at Teachers College, Columbia University and the bestselling author of\u003ci\u003e We Want To Do More Than Survive\u003c\/i\u003e. In 2022, the Kennedy Center named Dr. Love one of the Next 50 Leaders making the world more inspired, inclusive, and compassionate. She is a co-founder of the Abolitionist Teaching Network (ATN), whose mission is to develop and support teachers and parents fighting injustice within their schools and communities, having granted over $250,000 to abolitionists around the country. She is also a founding member of the Task Force that launched the program In Her Hands, distributing more than $15 million to Black women living in Georgia. In Her Hands is one of the largest guaranteed income pilot programs in the U.S. Dr. Love is a sought-after public speaker on a range of topics, including abolitionist teaching, anti-racism, Hip Hop education, Black girlhood, queer youth, educational reparations, and art-based education to foster youth civic engagement. In 2018, she was granted a resolution by Georgia's House of Representatives for her impact on the field of education.\u003cbr\u003e","brand":"booksdeli.com","offers":[{"title":"Bettina L. 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She also consults to an in-house, forty-five-day stabilization program for Newton K-12 public school students who are in crisis. Jessica has more than ten years of experience with students exhibiting challenging behavior in both urban and suburban public school systems. She specializes in providing staff training and creating behavior intervention plans for students who demonstrate explosive and unsafe behavior, as well as for students with emotional and behavioral disabilities, high-functioning autism, and Asperger syndrome. She holds a BS in intensive special education from Boston University and a dual master's degree in special education and elementary education from Wheelock College. She has a certificate of graduate study (CGS) in teaching children with autism from University of Albany and received her BCBA training from Northeastern University. She has been an instructor for the Severe Disabilities Department at Lesley University and is a sought-after public speaker on subjects ranging from effective interventions for students with anxiety to supporting hard-to-reach students in full-inclusion public school settings. For more information about Jessica Minahan please visit http: \/\/jessica-minahan.com\/. \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cb\u003eNancy Rappaport, MD\u003c\/b\u003e, is the Director of School Programs at the Cambridge Health Alliance and an Assistant Professor of Psychiatry at Harvard Medical School. Dr. Rappaport has dedicated her career to improving the lives of children by constructing effective support for troubled youth who are in need of vital access to critical mental health services and who often have difficulty connecting with the services they require. She has created a case evaluation model for safety assessments of aggressive students. 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