Positive Behavior Support at the Secondary "Targeted Group" Level

Laura A. Riffel is currently the director of Behavior Doctor Seminars, a company dedicated to helping teachers have all the tools they need to ameliorate behavioral issues in the classroom. She has trained hundreds of thousands of teachers, bus drivers, administrators, parents, paraprofessionals, counselors, psychologists, and social workers in the United States, Iceland, Australia, New Zealand, and Canada. She taught for over 30 years and ran a statewide program for children with behaviors that were impeding learning in the classrooms and a day program for children with severe behaviors. Melinda Mitchiner is currently completing her doctoral work in Special Education at the University of Kansas, Lawrence, KS. She is also coordinating technical assistance for the national technical assistance center for inclusive schoolwide school reform. Before her arrival at the University of Kansas, Melinda spent many years teaching and providing support for students who exhibit challenging behaviors. She provided professional learning opportunities at the school, district and state levels for educators and others to promote implementation of positive behavior support.

• About the Authors1. Introduction2. Increasting Structure and Predictability in the Classroom Through Behavior Management3. Which Came First: The Behavior or the Academic Struggle?4. Which Students Need Booster Shots?5. What Do You Do With the Students Swinging From the Chandeliers?6. Fail to Plan, Plan to Fail: What Are Your Lines of Defense?7. How Do You Get Students to Prefer Good Behavior?8. How Do You Engage and Connect With Students?9. How Do You Get "Funk Sway" in the Classroom?10. Why Is Change So Hard?11. How Do We Change the Consequences?12. What Are Function-Based Interventions?13. How Do I Follow the Navigational Map?14. Sample Intervention Forms

"This book is easy to read, understand, and implement in any classroom or school. Teachers will be drawn to the resources that can be copied and implemented immediately! I can’t wait to apply some of these practices in my classroom!"