{"title":"Education - Classroom Management","description":"","products":[{"product_id":"15-minute-focus-behavior-interventions-workbook-your-roadmap-for-creating-a-positive-classroom-community-9781953945716","title":"15-Minute Focus: Behavior Interventions Workbook: Your Roadmap for Creating a Positive Classroom Community","description":"\u003cp\u003e\u003cb\u003eWish you had a roadmap for building a positive classroom community and preventing behavior challenges?\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eIn twenty-first-century classrooms, educators are expected to plan curriculum, teach the standards, learn and master ever-changing technology, manage schedules and behavior, oversee student work and grading, make connections, get to know students personally, and build positive relationships. And this is the short list, my friends.\u003c\/p\u003e\u003cp\u003eTo be able to accomplish so many goals with excellence takes an enormous amount of organization and planning. 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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. 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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. 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Along with two credentials to teach foreign language that she has never used, she is a Certified NLP (Neuro-Linguistic Programming) Practitioner, a closet nerd, and author of the One New Habit Book Series. After living and studying in four countries, Grace settled in N. California where she currently teaches elementary school. She is mom to two amazing young adults (she may be biased) and surrogate mom to a whole bunch of eight and nine-year-olds, who are also very cool. Her mission is simple - happier classrooms for teachers and students. 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She has presented in thousands of schools nationally and internationally, regularly speaks at education and counseling conferences, and has published children's books on a wide range of character and social development topics. The goal behind Cook's work is to actively involve young people in fun, memorable stories and teach them to become lifelong problem solvers. Inspiration for her books comes from working with children and carefully listening to counselors, parents, and teachers, in order to stay on top of needs in the classroom and at home. Cook has the innate ability to enter the worldview of a child through storybooks, giving children both the \"what to say\" and the \"how to say it.\"\u003c\/p\u003e\u003cp\u003eAllison Valentine is an artist and illustrator who spends her time creating fun and colorful artwork from her Connecticut art studio. 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In \u003ci\u003eBehavior Breakthrough\u003c\/i\u003e, readers will travel to the streets of Brightville, where Mrs. Emerson, the town behavioral specialist, sprinkles her data-driven magic into the lives of parents, educators, and children and transforms lives by increasing desired behaviors.\u003cp\u003eIntroducing 12 behavioral skills for encouraging desired behavior and decreasing challenging behavior, this invaluable guide highlights success stories from Brightville, and individuals have the opportunity to put immediately into practice the strategies they learn. It may not be \"magic\" (it's actually science), but the changes witnessed in homes and classrooms will feel nothing short of enchanted.\u003c\/p\u003e\u003cp\u003eGeared toward parents and educators who want to use data-driven, evidence-based strategies to change their responses, alter their environments, and of course, positively affect the children in their care, it offers a holistic approach to behavior modification and focuses on long-term change over temporary fixes. The aim is to make Applied Behavior Analysis (ABA) topics attainable and understandable for the caretaker or educator who wants to create a more peaceful environment.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Bailey Payne\u003cbr\u003e\u003cb\u003ePublisher:\u003c\/b\u003e Morgan James Publishing\u003cbr\u003e\u003cb\u003ePublished:\u003c\/b\u003e 12\/03\/2024\u003cbr\u003e\u003cb\u003ePages:\u003c\/b\u003e 298\u003cbr\u003e\u003cb\u003eBinding Type:\u003c\/b\u003e Paperback\u003cbr\u003e\u003cb\u003eWeight:\u003c\/b\u003e 0.88lbs\u003cbr\u003e\u003cb\u003eSize:\u003c\/b\u003e 9.00h x 6.00w x 0.62d\u003cbr\u003e\u003cb\u003eISBN:\u003c\/b\u003e 9781636984933\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cb\u003e\u003ci\u003ePayne, Bailey:\u003c\/i\u003e\u003c\/b\u003e - Currently residing in Gallatin, Tennessee, \u003cb\u003eBailey Payne\u003c\/b\u003e is a wife (to Aaron), a girl mama (to Renley and Pearson), and a full-time board-certified behavior analyst. Her passion is serving humans with quality and evidence-based interventions to maximize potential. She \u003ci\u003eloves\u003c\/i\u003e watching people smash goals!Bailey was born and raised in rural Kansas--think dirt roads and no stoplights. She's passionate about bringing research, services, and information to the underserved in rural areas. Since she was a little girl, she has connected with humans who display exceptionalities, including developing friendships with children who used wheelchairs for mobility, used sign language to communicate, and experienced other special traits. Her early love for those with unique traits seemed innate and natural, and thus, she devoted her life and career to serving people and their loved ones to promote independence and a higher quality of life. Bailey feels so lucky to do what she does because each and every family she serves fills her up and brings her so much joy!Bailey has a master's in Clinical Psychology from Pittsburg State University in Kansas. Her professional experience includes working as a psychologist at a state hospital, an autism specialist for the Kansas Autism Waiver, a project therapist with the University of Kansas Life Span Institute, a behavioral specialist with the May Institute of Autism, and a licensed behavior analyst serving the Bowling Green, Kentucky, community. \u003cb\u003e\u003ci\u003eBrown, Jen Lill:\u003c\/i\u003e\u003c\/b\u003e - \u003cb\u003eJen Lill Brown\u003c\/b\u003e is honored to be coauthoring \u003ci\u003eBehavior Breakthrough\u003c\/i\u003e alongside Bailey Payne, a distinguished board-certified behavior analyst and an expert in the field. Initially joining as a ghostwriter, Bailey's recognition of collaborative effort has brought Jen to the forefront. With a passion for bringing influential ideas to life through words, Jen has ghostwritten over fifty books, helping thought leaders and influencers share their knowledge and stories. She loves her job because it allows her to learn about diverse subjects and interact with professionals who are the best at what they do! Residing in Nashville, Tennessee, Jen is a dedicated homeschool mom to three wonderful boys (Porter, Wyatt, and Jesse) and a proud wife to Will. Balancing the roles of an author and educator at home, she thrives on the rich experiences that her professional and personal lives offer. On any given day, you can find Jen walking on her under-desk treadmill as she works amid the chaos of life with three boys and juggles unscheduled visits from the neighbors (her parents).","brand":"booksdeli.com","offers":[{"title":"Bailey Payne \/ Paperback \/ English","offer_id":47284679147677,"sku":"9781636984933","price":41.06,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/files\/img_c15c9737-0b2a-4f6c-9d2d-af9251a14be0.jpg?v=1759993132"},{"product_id":"classroom-management-that-works-research-based-strategies-for-every-teacher-9780871207937","title":"Classroom Management That Works: Research-Based Strategies for Every Teacher","description":"\u003cp\u003eHow does classroom management affect student achievement? What techniques do teachers find most effective? 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He then applies these findings to a series of Action Steps--specific strategies that educators can use to\u003c\/p\u003e\u003cp\u003e\u003cbr\u003e* Get the classroom management effort off to a good start, \u003cbr\u003e* Establish effective rules and procedures, \u003cbr\u003e* Implement appropriate disciplinary interventions, \u003cbr\u003e* Foster productive student-teacher relationships, \u003cbr\u003e* Develop a positive mental set, \u003cbr\u003e* Help students contribute to a positive learning environment, and\u003cbr\u003e* Activate schoolwide measures for effective classroom management.\u003c\/p\u003e\u003cp\u003eMarzano and his coauthors Jana S. Marzano and Debra Pickering provide real stories of teachers and students in classroom situations to help illustrate how the action steps can be used successfully in different situations. In each chapter, they also review the strengths and weaknesses of programs with proven track records.\u003c\/p\u003e\u003cp\u003eWith student behavior and effective discipline a growing concern in schools, this comprehensive analysis is a timely guide to the critical role of classroom management in student learning and achievement.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Robert J. Marzano,Jana S. 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This resource provides everything you need to help children build and use six essential life skills: attachment, belonging, self-regulation, collaboration, contribution, and adaptability. Developed and tested in the classroom, this strength-based approach includes strategies, examples of supportive interactions, and special activities to help you manage challenging behaviors and strengthen social and emotional development in all children. Reflecting significant changes in early childhood education, this second edition of \u003ci\u003eBeyond Behavior Management\u003c\/i\u003e aligns each life skill with early learning standards and addresses cultural awareness and its impact on child development. With these essential life skills, children will exhibit more prosocial behaviors, work better as a classroom community, and become excited and active learners.\u003cbr\u003e\u003cp\u003e\u003cb\u003eJenna Bilmes \u003c\/b\u003eis an early childhood consultant and an instructional designer for WestEd Child and Family Services. 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She is also the author of Common Psychological Disorders of Young Children: A Handbook for Early Childhood Professionals and is a frequent presenter to teachers, administrators, and counselors around the country and world. \u003cp\u003e\u003c\/p\u003e\u003cbr\u003e","brand":"booksdeli.com","offers":[{"title":"Jenna Bilmes \/ Paperback \/ English","offer_id":47285088878749,"sku":"9781605540733","price":74.93,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/files\/img_ceea1a5a-bcd6-40a4-90b0-04fd7aed9a48.jpg?v=1759999892"},{"product_id":"healthy-young-children-sixth-edition-9781952331213","title":"Healthy Young Children Sixth Edition","description":"\u003cb\u003eNow more than ever, the\u003cbr\u003ehealth and safety of children requires the collaboration of educators, program\u003cbr\u003eadministrators, healthcare professionals, communities, and families. \u003c\/b\u003e\u003cbr\u003eUnderstanding children's health; creating, implementing, and following sound\u003cbr\u003ehealth and safety policies and procedures; and learning to treat and respond to\u003cbr\u003ehealth concerns and emergencies are critical to the success of every early\u003cbr\u003elearning program. \u003cp\u003eDeveloped by pediatric physicians, healthcare providers, and early childhood educators, the fully revised sixth edition of \u003ci\u003e\u003c\/i\u003e\u003ci\u003eHealthy Young Children\u003c\/i\u003e focuses on how education and healthcare professionals can work with children and families to promote physical and mental health and provide safe and healthy environments. \u003c\/p\u003e \u003cp\u003eHighlights of the new edition include discussions on \u003c\/p\u003e\u003cli\u003eThe need for increased\u003cbr\u003esafety measures and training \u003c\/li\u003e\u003cli\u003eThe latest nutrition\u003cbr\u003eand physical and mental health standards and guidelines \u003c\/li\u003e\u003cli\u003eThe importance of\u003cbr\u003ecreating and updating health and safety policies and procedures \u003c\/li\u003e\u003cli\u003eThe impact of the\u003cbr\u003eCOVID-19 pandemic on children, families, healthcare professionals, early\u003cbr\u003echildhood educators, and early learning programs  \u003cp\u003ePlus, new features provide \u003c\/p\u003e\n\u003c\/li\u003e\u003cli\u003eRecommendations for\u003cbr\u003emaking family connections \u003c\/li\u003e\u003cli\u003eTips for health and\u003cbr\u003esafety actions that can be implemented quickly \u003c\/li\u003e\u003cli\u003eA test bank of over\u003cbr\u003e150 questions for instructors \u003c\/li\u003e\u003cli\u003eA full and extensive\u003cbr\u003elist of references (available online)  \u003cp\u003eThis text references national standards and guidelines from organizations including the American Academy of Pediatrics (Caring for Our Children), the Centers for Disease Control and Prevention (CDC), and the Child and Adult Care Food Program (CACFP). \u003c\/p\u003e  \u003cp\u003e\u003c\/p\u003e \u003cbr\u003e\u003cbr\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Alicia L. 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Pittsburgh, PA.\u003c\/b\u003e\u003c\/p\u003e  \u003cp\u003e\u003c\/p\u003e\n\u003cb\u003e\u003c\/b\u003e\u003cp\u003e\u003cbr\u003e\u003cb\u003eBrittany Massare, MD\u003c\/b\u003e\u003cb\u003e\u003c\/b\u003e, Assistant Professor of\u003cbr\u003ePediatrics, Division of Academic General Pediatrics, Penn State College of Medicine. \u003c\/p\u003e \u003cp\u003e\u003c\/p\u003eHershey, PA.  \u003cp\u003e\u003c\/p\u003e\n\u003cb\u003e\u003c\/b\u003e\u003cp\u003e\u003cbr\u003e\u003cb\u003eJennifer Nizer, MEd\u003c\/b\u003e\u003cb\u003e\u003c\/b\u003e, Senior Vice President\u003cbr\u003efor Child and Youth Programs, Armed Services YMCA National Headquarters, Woodbridge, VA.\u003c\/p\u003e  \u003cp\u003e\u003c\/p\u003e\n\u003cb\u003e\u003c\/b\u003e\u003cp\u003e\u003cbr\u003e\u003cb\u003eManjula Paul, CRNP\u003c\/b\u003e\u003cb\u003e-\u003c\/b\u003e\u003cb\u003eFam, MSN, MPH\u003c\/b\u003e\u003cb\u003e\u003c\/b\u003e, Laurel, MD.\u003c\/p\u003e  \u003cp\u003e\u003c\/p\u003e\n\u003cb\u003e\u003c\/b\u003e\u003cp\u003e\u003cbr\u003e\u003cb\u003eLouis A. Valenti\u003c\/b\u003e\u003cb\u003e\u003c\/b\u003e, Branch Chief-Licensing, Maryland State Department of Education, \u003cbr\u003eDivision of Child\u003cbr\u003eCare, Baltimore, MD.\u003c\/p\u003e  \u003cp\u003e\u003c\/p\u003e \u003cb\u003e\u003c\/b\u003e\u003cp\u003e \u003cb\u003eContributors: \u003c\/b\u003e  \u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\n\u003cbr\u003e\u003cb\u003e\u003c\/b\u003e\u003cp\u003e \u003cb\u003eAbbey Alkon, \u003cbr\u003eRN, PhD\u003c\/b\u003e\u003cb\u003e\u003c\/b\u003e, Professor, University of\u003cbr\u003eCalifornia, San Francisco School of\u003cbr\u003eNursing, California Childcare Health\u003cbr\u003eProgram, San\u003cbr\u003eFrancisco, CA.\u003c\/p\u003e  \u003cp\u003e\u003c\/p\u003e\n\u003cb\u003e\u003c\/b\u003e\u003cp\u003e\u003cbr\u003e\u003cb\u003eShaun\u003c\/b\u003e\u003cb\u003e-\u003c\/b\u003e\u003cb\u003eAdrián Choflá, \u003cbr\u003eEdD\u003c\/b\u003e , Butte College, Oroville, \u003cbr\u003eCA. Empathy\u003cbr\u003eTherapy, Chico, CA.\u003c\/p\u003e  \u003cp\u003e\u003c\/p\u003e\n\u003cb\u003e\u003c\/b\u003e\u003cp\u003e\u003cbr\u003e\u003cb\u003eStacey C. Cook, MD, \u003cbr\u003ePhD\u003c\/b\u003e, Medical Director, \u003cbr\u003eOutpatient Complex Care Services, Boston Children's\u003cbr\u003eHospital. Harvard Medical School, Boston, MA.\u003c\/p\u003e  \u003cp\u003e\u003c\/p\u003e\n\u003cb\u003e\u003c\/b\u003e\u003cp\u003e\u003cbr\u003e\u003cb\u003eKristen Copeland, MD, FAAP\u003c\/b\u003e, Division of General\u003cbr\u003eand Community Pediatrics, Cincinnati Children's\u003cbr\u003eHospital Medical Center. Professor of Pediatrics, University of\u003cbr\u003eCincinnati College of Medicine, Cincinnati, OH.\u003c\/p\u003e  \u003cp\u003e\u003c\/p\u003e\n\u003cb\u003e\u003c\/b\u003e\u003cp\u003e\u003cbr\u003e\u003cb\u003eNikki Gambhir, MBChB, FAAP\u003c\/b\u003e, Department of\u003cbr\u003ePediatrics, Baylor College of\u003cbr\u003eMedicine, Houston, TX.\u003c\/p\u003e  \u003cp\u003e\u003c\/p\u003e\n\u003cb\u003e\u003c\/b\u003e\u003cp\u003e\u003cbr\u003e\u003cb\u003eRuth E. Gardner, MD\u003c\/b\u003e, Assistant Professor of\u003cbr\u003ePediatrics, Division of Academic\u003cbr\u003eGeneral Pediatrics, Penn State College of\u003cbr\u003eMedicine, Hershey, PA.\u003c\/p\u003e  \u003cp\u003e\u003c\/p\u003e\n\u003cb\u003e\u003c\/b\u003e\u003cp\u003e\u003cbr\u003e\u003cb\u003eNicole Hackman, MD, FABM\u003c\/b\u003e, Associate Professor of\u003cbr\u003ePediatrics, Medical Director of\u003cbr\u003eLactation Services, Penn State College of\u003cbr\u003eMedicine, Hershey, PA.\u003c\/p\u003e  \u003cp\u003e\u003c\/p\u003e\n\u003cb\u003e\u003c\/b\u003e\u003cp\u003e\u003cbr\u003e\u003cb\u003eBanku Jairath, \u003cbr\u003eMD\u003c\/b\u003e, Assistant Professor of\u003cbr\u003ePediatrics, Division of Academic\u003cbr\u003eGeneral Pediatrics, Penn State College of\u003cbr\u003eMedicine, Hershey, PA.\u003c\/p\u003e  \u003cp\u003e\u003c\/p\u003e\n\u003cb\u003e\u003c\/b\u003e\u003cp\u003e\u003cbr\u003e\u003cb\u003eMadiha Jamil, MD\u003c\/b\u003e, Assistant Professor of\u003cbr\u003ePediatrics, Division of Academic\u003cbr\u003eGeneral Pediatrics, Penn State College of\u003cbr\u003eMedicine, Hershey, PA.\u003c\/p\u003e  \u003cp\u003e\u003c\/p\u003e\n\u003cb\u003e\u003c\/b\u003e\u003cp\u003e\u003cbr\u003e\u003cb\u003eAmy L. 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It is filled with down-to-earth advice, ready-to-use forms, troubleshooting tips, recommended resources, and teacher-tested strategies. Using this book, teachers are better able to intervene proactively, efficiently, and effectively with students exhibiting behavior problems. The book includes research-backed support for educators and offers: \u003c\/p\u003e \u003cul\u003e \u003cli\u003eInstructions for creating and implementing an effective class-wide behavior management program\u003c\/li\u003e \u003cli\u003eGuidelines for developing engaging lessons and activities that teach and support positive behavior\u003c\/li\u003e \u003cli\u003eAdvice for assisting students with the self-regulation and management their behavior and emotions\u003c\/li\u003e \u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Kaye Otten,Jodie Tuttle\u003cbr\u003e\u003cb\u003ePublisher:\u003c\/b\u003e Jossey-Bass\u003cbr\u003e\u003cb\u003ePublished:\u003c\/b\u003e 11\/09\/2010\u003cbr\u003e\u003cb\u003ePages:\u003c\/b\u003e 336\u003cbr\u003e\u003cb\u003eBinding Type:\u003c\/b\u003e Paperback\u003cbr\u003e\u003cb\u003eWeight:\u003c\/b\u003e 1.71lbs\u003cbr\u003e\u003cb\u003eSize:\u003c\/b\u003e 11.04h x 8.54w x 0.67d\u003cbr\u003e\u003cb\u003eISBN:\u003c\/b\u003e 9780470505168\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eKAYE L. 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This simple but effective classroom technique has been proven to help students learn better, build friendships, improve behavior and gain confidence. \u003cp\u003e\u003c\/p\u003eOffering fun games, great songs and other engaging activities, this book's 101 ready-to-use ideas are sure to help your students experience remarkable progress in: \u003cp\u003e\u003c\/p\u003e\u003cb\u003e- Math and reading\u003cbr\u003e- Team-building\u003cbr\u003e- Planning and communication\u003cbr\u003e- Science and technology\u003cbr\u003e- Goal-setting\u003cbr\u003e- Organization\u003cbr\u003e- Problem-solving\u003cbr\u003e- Role-playing\u003cbr\u003e- Fulfilling a classroom job\u003cbr\u003e- Creative arts\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Felicia Durden Ed D.,Dr Felicia Durden Ed D.\u003cbr\u003e\u003cb\u003ePublisher:\u003c\/b\u003e Ulysses Press\u003cbr\u003e\u003cb\u003ePublished:\u003c\/b\u003e 06\/30\/2017\u003cbr\u003e\u003cb\u003ePages:\u003c\/b\u003e 176\u003cbr\u003e\u003cb\u003eBinding Type:\u003c\/b\u003e Paperback\u003cbr\u003e\u003cb\u003eWeight:\u003c\/b\u003e 0.70lbs\u003cbr\u003e\u003cb\u003eSize:\u003c\/b\u003e 8.90h x 5.90w x 0.80d\u003cbr\u003e\u003cb\u003eISBN:\u003c\/b\u003e 9781612436814\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eDr. Felicia Durden Ed.D\u003c\/b\u003e is an accomplished Educator with over seventeen years experience in Education. 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