Positive Behavior Support for ALL Michigan ... - Oakland Schools

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• Conditions Related to Physical and Mental Health Disorders 7-3 • Consideration of Maintenance over Time and Generalization across Settings 7-4 • What about General Education Students? 7-4 • What about Students with Section 504 Plans? 7-5 • What about Culturally and Linguistically Diverse Students? 7-6 Section 8 – Responding to Emergency Situations: When Students Are Physically Dangerous • Staff Training 8-1 • Corporal Punishment Prohibited 8-2 • School Response to Violence in Michigan 8-2 • Best Practice Considerations 8-3 Section 9 – Conclusion 9-1 Section 10 – Resources • Early Warning, Timely Response 10-1 • “Effective Behavior Support: A Systems Approach to Proactive Schoolwide Management” 10-1 • Functional Behavior Assessment: An Annotated Bibliography 10-1 • Journal of Positive Behavior Interventions 10-1 • Michigan Positive Behavior Support Initiative 10-2 • Research Connections in Special Education 10-2 • School-Community Partnerships – A Guide, Conduct and Behavior Problems: Intervention and Resources for School Aged Youth, Sampler on Resiliency and Protective Factors 10-2 • State Documents Alabama 10-2 California 10-3 Kansas 10-3 Minnesota 10-3 Utah 10-3 Vermont 10-4 West Virginia 10-4 • The Agreement of Collaboration for Positive Behavior Support 10-4 • The Exemplary Mental Health Programs: School Psychologists As Mental Health Service Providers 10-4 • Teaching Exceptional Children 10-4 • Commercially Available Resources: Aggression Replacement Training: A Comprehensive Intervention for Aggressive Youth 10-5 Analysis of Sensory Behavior Inventory-Revised 10-5 Anger Management for Youth: Stemming Aggression and Violence 10-5 Introduction – 9
Basic Skill Builders: A Precision Teaching Approach 10-5 BEST Practices, Behavioral and Educational Strategies for Teachers 10-6 Conflict in the Classroom, The Education of At-Risk and Troubled Students 10-6 Functional Assessment and Intervention Program 10-6 Homework Partners: Practical Strategies for Parents and Teachers 10-6 Life Space Intervention: Talking with Children and Youth in Crisis 10-7 Nonviolent Crisis Intervention 10-7 Reaching the Hard to Teach: Participant Packet 10-7 Skillstreaming in Early Childhood: Teaching Prosocial Skills to the Preschool and Kindergarten Child, Skillstreaming in the Elementary School Child: A Guide for Teaching Prosocial Skills, Skillstreaming the Adolescent: A Structured Learning Approach to Teaching Prosocial Skills 10-7 Techniques for Managing Verbally and Physically Aggressive Students 10-8 The Administrator’s Desk Reference of Behavior Management 10-8 The High Five Program: A Positive Approach to School Discipline 10-8 The Motivation Assessment Scale 10-8 The Prepare Curriculum: Teaching Prosocial Competencies 10-9 The Rehabilitation Research and Training Center (RRTC) on Positive Behavior Support 10-9 The Tough Kid Book, Practical Classroom Management Strategies 10-9 The Tough Kid Social Skills Book 10-10 The Tough Kid Tool Box 10-10 The Tough Kid Video Series Kit 10-10 The Walker Social Skills Curriculum 10-10 • Suggested Websites 10-11 • Resources for Classrooms: Variables Affecting Student Behavior and Performance 10-11 • Choosing an Observational Method 10-14 • Survey: Preventing and Responding to Violent School Crises 10-15 • At-a-Glance Comparison of Traditional Behavior Management and Positive Behavior Support 10-19 • Michigan’s Ban of Corporal Punishment Law 10-20 Section 11 – Assessment Tools on Disk 11-1 Section 12 – Glossary 12-1 Section 13 – References and Supporting Materials 13-1 Section 14 – Reader Response 14-1 Introduction – 10
Page 1 and 2: MDE Michigan Department of Educatio
Page 3 and 4: MDE Michigan Department of Educatio
Page 5 and 6: Reviewers Kathy Al-Rubaiy, Superint
Page 7 and 8: Introduction - 4
Page 9 and 10: Introduction - 6
Page 11: Section 4 - Completing a Functional
Page 15 and 16: Section 1 Exploring Beliefs and Def
Page 17 and 18: • Learning and behavior problems
Page 19 and 20: • Greater student self-control an
Page 21 and 22: Section 2 Assessing the Status of P
Page 23 and 24: • Schoolwide reward structure is
Page 25 and 26: Positive Behavior Support Works! Ge
Page 27 and 28: Two county school districts in Flor
Page 29 and 30: liked him, and helped him when he n
Page 31 and 32: Assessing and Planning Positive Beh
Page 33 and 34: Worksheet 2.2 (con’t) District-Wi
Page 35 and 36: Worksheet 2.3 (con’t) Building-Ba
Page 37 and 38: Worksheet 2.4 (con’t) Classroom-B
Page 39 and 40: Worksheet 2.5 (con’t) Individual
Page 41 and 42: 5. Check one system to ❑ District
Page 43 and 44: Section 3 Building a Model Positive
Page 45 and 46: • Shared common goal and purpose
Page 47 and 48: • During lunch time • During a
Page 49 and 50: Worksheet 3.2 Sample Support Team W
Page 51 and 52: Worksheet 3.4 Support Team Checklis
Page 53 and 54: Worksheet 3.5 (con’t) In your opi
Page 55 and 56: Section 4 Completing a Functional A
Page 57 and 58: • For successfully and thoroughly
Page 59 and 60: Figure 4.1 Functional Assessment of
Page 61 and 62: • Analysis applied for time, plac
Page 63 and 64:
❑ ❑ ❑ Student limited self co
Page 65 and 66:
❑ ❑ Peer tutoring Other Suspect
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❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑
Page 69 and 70:
Section 5 Collaborating on a Positi
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Figure 5.1. Positive Behavior Suppo
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Worksheet 5.1 Initial Planning for
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Worksheet 5.1 (con’t) Set timer f
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Trials of this collaboration exampl
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Worksheet 5.2 (con’t) What functi
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Worksheet 5.3 (con’t) Plan Evalua
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Worksheet 5.4 (con’t) Functional
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D. Use the “1-6” scale to indic
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Worksheet 5.4 (con’t) Case Illust
Page 89 and 90:
Section 6 Linking Positive Behavior
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cognitive, or emotional impairments
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programs and services. In determini
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Ideally, effective IEPs document sh
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• Ancillary and other related ser
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Manifestation Determination Review
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General Change of Placement A gener
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When a placement is made by a court
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Section 7 Designing Positive Behavi
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C. Select and Teach Replacement Beh
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• Up to 25.6% of eighth-grade stu
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Life experiences define a person’
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Table 7.1. Sociocultural Considerat
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Section 8 Responding to Emergency S
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closely review P.A. 102, the Statew
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Section 9 Conclusion We have come a
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Section 10 Resources If you want tr
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California: Positive Interventions
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Commercially Available Resources: C
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9. Life Space Intervention: Talking
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tangible. The scale poses questions
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Suggested Websites • Center for E
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17. Transition from activity to act
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Survey: Preventing and Responding t
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Does your school… 9. Take steps t
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At-a-Glance Comparison of Tradition
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Section 11 Assessment Tools on Disk
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Section 12 Glossary
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Direct observation: a method used t
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Section 13 References and Supportin
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Cartledge, G. (1996). Cultural dive
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Hollinger, J. (1987). Social skills
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Mueller, F., Jenson, W. R., Reavis,
Page 155 and 156:
Sugai, G., Horner, R., & Sprague, J
Page 157 and 158:
Section 14 Reader Response
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Michigan Department of Education At
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Positive Behavior Support for ALL Michigan ... - Oakland Schools

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