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References
Appendix A: Blank Forms Team Meeting Agenda and Minutes
Steps and Tools to Develop Individualized Positive Behavior Supports (PBS)
Program-at-a-Glance
Step 1A Worksheet: Problem Identification and Decisions about Priorities
Step 1B Worksheet: Safety Plan
Incident Record
Step 2A Worksheet: Student-Centered Functional Behavioral Assessment (FBA) Profile
Student Schedule Analysis
Interval Recording or Scatter Plot
Antecedent-Behavior-Consequence Observation
Step 2C Worksheet: Summary of Functional Behavioral Assessment and Hypothesis Statement(s)
Step 3 Worksheet: Positive Behavior Support Plan
Step 4 Worksheet: Implementing, Monitoring, and Evaluating the PBS Plan
ABC Checklist
Appendix B: Resources on Behavioral Support
Index
Linda M. Bambara, Ed.D., is a professor and program director of special education at Lehigh University where she also directed two university field-based programs serving adults and transition-age youth with developmental disabilities and autism to participate in inclusive community settings. She has been involved with individuals with disabilities for over 35 years as a teacher, teacher trainer, advocate, researcher, and director of research and training projects. As a productive author, she has published numerous books, chapters and articles, including three additional books on positive behaviour support. She has served on national boards of professional organizations such as TASH, The Association for Positive Behavior Support, and the editorial boards of six journals. She is former Editor-In-Chief of Research and Practice for Persons with Severe Disabilities. Rachel Janney, Ph.D., has worked with children and adults with disabilities in a number of capacities, including special education teacher, camp counsellor, educational consultant, and researcher. She received her master's degree from Syracuse University and her doctorate from the University of Nebraska – Lincoln, USA. Dr. Janney now teaches courses in special education, supervises student teachers, and coordinates the undergraduate program in special education at Radford University, USA. She also serves as Co-director of the Training and Technical Assistance Center (T/TAC) for Professionals Serving Individuals with Disabilities at Radford University, USA. The T/TAC, part of a statewide technical assistance network that is funded by the Virginia Department of Education, provides a variety of services and resources to special education teams in school divisions throughout southwest Virginia, USA. Dr. Snell and coauthor Dr. Janney have conducted several research projects in inclusive schools and classrooms. The focus of these projects has been on the ways that special and general education teachers work together to design and implement adaptations and accommodations for students with disabilities placed in inclusive settings. Both authors are frequent presenters of workshops on topics related to successful inclusive education. Martha E. Snell, Ph.D., is a professor in the Curry School of Education at the University of Virginia, USA where she has taught since 1973. Her focus is special education and, specifically, the preparation of teachers of students with mental retardation and severe disabilities and young children with disabilities. Prior to completing her doctoral degree in special education at Michigan State University, USA, she worked with children and adults with disabilities as a residential child care worker, a teacher, and a provider of technical assistance to school and residential programs. In addition to teaching coursework at the undergraduate and graduate levels, she currently coordinates the special education program, supervises teachers in training, provides in-service training to teachers and parents in schools and agencies, conducts research, serves on the boards of several community agencies serving people with disabilities, and is an active member of the American Association on Mental Retardation and TASH (formerly The Association for Persons with Severe Handicaps).
a A great resource for teachers and colleagues who are invested in effectively educating students with learning and behavior problems in inclusive settings.a --Tim Knoster, Ed.D.
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