Developing a Schoolwide Framework to Prevent and Manage Learning and Behavior Problems

Now revised and expanded, this volume explains how to design, implement, and evaluate a comprehensive, integrated, three-tiered (Ci3T) model of prevention. Rather than presenting a packaged program, the book provides resources and strategies for designing and tailoring Ci3T to the needs and priorities of a particular school or district community. Ci3T is unique in integrating behavioral, academic, and social–emotional components into a single research-based framework. User-friendly features include tools for collecting and using student and schoolwide data; guidance for selecting effective interventions at each tier; detailed case examples; and tips for enhancing collaboration between general and special educators, other school personnel, and parents. In a convenient large-size format, the volume includes several reproducible forms that can be downloaded and printed for repeated use. Prior edition title: Developing Schoolwide Programs to Prevent and Manage Problem Behaviors.
 
New to This Edition
*Updated step-by-step approach reflecting the ongoing development of Ci3T.
*Chapter on evidence for the effectiveness of tiered models.
*Chapter on low-intensity, teacher-delivered strategies.
*Chapter on sustaining effective implementation and professional development.
*"Lessons Learned" feature--reflections and examples from educators in a range of settings.
 

Kathleen Lynne Lane, PhD, BCBA-D, is Professor in the Department of Special Education and Interim Associate Vice Chancellor for Research at the University of Kansas. She worked as a classroom teacher of general and special education students for 5 years. Her research interests focus on designing, implementing, and evaluating comprehensive, integrated, three-tiered (Ci3T) models of prevention. Dr. Lane is Vice President of the Division of Research of the Council for Exceptional Children. She is coeditor of Remedial and Special Education and the Journal of Positive Behavior Interventions and has published over 190 refereed journal articles. She is coauthor of books including Developing a Schoolwide Framework to Prevent and Manage Learning and Behavior Problems, Second Edition; Supporting Behavior for School Success: A Step-by-Step Guide to Key Strategies; Systematic Screenings of Behavior to Support Instruction: From Preschool to High School; and Managing Challenging Behaviors in Schools: Research-Based Strategies That Work.
 
Holly Mariah Menzies, PhD, is Professor in the Charter College of Education at California State University, Los Angeles. She worked as both a general educator and special educator for over 10 years. She has provided staff development in the areas of assessment, language arts, and schoolwide positive behavior support. Her scholarly interests include inclusive education and the role of reform in curricular practices. Dr. Menzies is coauthor (with Kathleen Lynne Lane and associates) of Developing a Schoolwide Framework to Prevent and Manage Learning and Behavior Problems, Second Edition; Supporting Behavior for School Success: A Step-by-Step Guide to Key Strategies; Systematic Screenings of Behavior to Support Instruction: From Preschool to High School; and Managing Challenging Behaviors in Schools: Research-Based Strategies That Work.
 
Wendy Peia Oakes, PhD, is Associate Professor in the Mary Lou Fulton Teachers College at Arizona State University. Dr. Oakes worked as a special educator for 13 years. Her work focuses on practices that improve educational access and outcomes for young children with and at risk for emotional and behavioral disorders, including the use of comprehensive, integrated, three-tiered (Ci3T) models of prevention. She serves as an associate editor of Behavioral Disorders and Remedial and Special Education, and as coeditor of an annual special issue of Education and Treatment of Children. Dr. Oakes is coauthor (with Kathleen Lynne Lane and associates) of the books Developing a Schoolwide Framework to Prevent and Manage Learning and Behavior Problems, Second Edition; Supporting Behavior for School Success: A Step-by-Step Guide to Key Strategies; and Systematic Screenings of Behavior to Support Instruction: From Preschool to High School.
 
Jemma Robertson Kalberg, MEd, BCBA, is a Board Certified Behavior Analyst living in Cape Town, South Africa. She formerly conducted research on supporting students who are at risk for and identified with emotional and behavioral disorders, and was involved in designing, implementing, and evaluating schoolwide positive behavior support plans with academic, behavioral, and social components. In the context of schoolwide positive behavioral support, Ms. Kalberg focused her efforts on using schoolwide screeners to identify students who were nonresponsive to the primary prevention model. Ms. Kalberg is coauthor (with Kathleen Lynne Lane and associates) of Developing a Schoolwide Framework to Prevent and Manage Learning and Behavior Problems, Second Edition, and Systematic Screenings of Behavior to Support Instruction: From Preschool to High School.

Kathleen Lynne Lane, PhD, BCBA-D, is Professor in the Department of Special Education and Interim Associate Vice Chancellor for Research at the University of Kansas. She worked as a classroom teacher of general and special education students for 5 years. Her research interests focus on designing, implementing, and evaluating comprehensive, integrated, three-tiered (Ci3T) models of prevention. Dr. Lane is Vice President of the Division of Research of the Council for Exceptional Children. She is coeditor of Remedial and Special Education and the Journal of Positive Behavior Interventions and has published over 190 refereed journal articles. She is coauthor of books including Developing a Schoolwide Framework to Prevent and Manage Learning and Behavior Problems, Second Edition; Supporting Behavior for School Success: A Step-by-Step Guide to Key Strategies; Systematic Screenings of Behavior to Support Instruction: From Preschool to High School; and Managing Challenging Behaviors in Schools: Research-Based Strategies That Work.
 
Holly Mariah Menzies, PhD, is Professor in the Charter College of Education at California State University, Los Angeles. She worked as both a general educator and special educator for over 10 years. She has provided staff development in the areas of assessment, language arts, and schoolwide positive behavior support. Her scholarly interests include inclusive education and the role of reform in curricular practices. Dr. Menzies is coauthor (with Kathleen Lynne Lane and associates) of Developing a Schoolwide Framework to Prevent and Manage Learning and Behavior Problems, Second Edition; Supporting Behavior for School Success: A Step-by-Step Guide to Key Strategies; Systematic Screenings of Behavior to Support Instruction: From Preschool to High School; and Managing Challenging Behaviors in Schools: Research-Based Strategies That Work.
 
Wendy Peia Oakes, PhD, is Associate Professor in the Mary Lou Fulton Teachers College at Arizona State University. Dr. Oakes worked as a special educator for 13 years. Her work focuses on practices that improve educational access and outcomes for young children with and at risk for emotional and behavioral disorders, including the use of comprehensive, integrated, three-tiered (Ci3T) models of prevention. She serves as an associate editor of Behavioral Disorders and Remedial and Special Education, and as coeditor of an annual special issue of Education and Treatment of Children. Dr. Oakes is coauthor (with Kathleen Lynne Lane and associates) of the books Developing a Schoolwide Framework to Prevent and Manage Learning and Behavior Problems, Second Edition; Supporting Behavior for School Success: A Step-by-Step Guide to Key Strategies; and Systematic Screenings of Behavior to Support Instruction: From Preschool to High School.
 
Jemma Robertson Kalberg, MEd, BCBA, is a Board Certified Behavior Analyst living in Cape Town, South Africa. She formerly conducted research on supporting students who are at risk for and identified with emotional and behavioral disorders, and was involved in designing, implementing, and evaluating schoolwide positive behavior support plans with academic, behavioral, and social components. In the context of schoolwide positive behavioral support, Ms. Kalberg focused her efforts on using schoolwide screeners to identify students who were nonresponsive to the primary prevention model. Ms. Kalberg is coauthor (with Kathleen Lynne Lane and associates) of Developing a Schoolwide Framework to Prevent and Manage Learning and Behavior Problems, Second Edition, and Systematic Screenings of Behavior to Support Instruction: From Preschool to High School.