Seal the gaps in student learning with targeted intervention This practical resource addresses the gap between school-wide disciplinary policies and interventions individually tailored to the most problematic st
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Laura A. Riffel is a behaviorist with more than 30 years of experience working with children. She has trained thousands of teachers, parents, counselors, psychologists, administrators, and bus drivers on how to make data-based decisions as a way to change children¿s and students¿ behavior. Her trainings are filled with humor and make data collection easy to understand and implement in a school or home setting. She has dedicated her life to making behavior change as easy as A-B-C! Dr. Riffel manages her personal website www.behaviordoctor.org and works on www.pbis.org, the National Technical Assistance Center for Positive Behavioral Interventions and Supports.
Melinda Mitchiner is currently a doctoral candidate in the University of Kansas' Department of Special Education and the Technical Assistance Coordinator for the recently funded national technical assistance center for school-wide inclusive school reform, the SWIFT Center. Melinda is also a doctoral fellow in the university's RTI Leadership program. Melinda spent over 25 years in the field as a special educator and worked at the site, district, and state levels to provide behavior support for students who exhibited challenging behavior. Melinda has provided professional learning opportunities at the district and state level in behavior management/positive behavior support and has served in supervisory and management positions. Prior to her arrival at the University of Kansas, Melinda served as the PBIS Coordinator for the Oklahoma State Department of Education, Special Education Services.
A companion guide to Positive Behavior Support at the Tertiary Level: Red Zone Strategies (Riffel, 2011), focused on tier two small group interventions. Topics include establishing procedures and routines, working in small groups and conducting individualized interventions in the classroom, managing transitions, and following up to measure effectiveness.
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