Full Product Details
Author: Kathleen Lynne Lane (University of Kansas, United States) ,
Holly Mariah Menzies (California State University, United States) ,
Wendy Peia Oakes (Arizona State University, United States) ,
Jemma Robertson Kalberg
Publisher: Guilford Publications
Imprint: Guilford Press
Edition: 2nd edition
Weight: 0.640kg
ISBN: 9781462541737
ISBN 10: 1462541739
Pages: 257
Publication Date: 06 December 2019
Audience:
Professional and scholarly
,
Professional & Vocational
Format: Paperback
Publisher's Status: Active
Availability: Available To Order
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Reviews
Whether you are a new graduate student or a seasoned practitioner, this user-friendly guide offers knowledge and tools you can use. The book enables school personnel to design and implement a system that best fits their local needs. Lane and colleagues have conducted robust research over the past decade to establish the Ci3T model, and the second edition accessibly reviews lessons learned and highlights voices from the field. Tables, figures, and forms are provided to help organize local Ci3T efforts; illustrative case examples serve as useful guideposts. --Amy M. Briesch, PhD, School Psychology Program, Northeastern University This 'must-buy' volume presents a systems approach that can help schools maximize their instructional and behavior management capabilities. The authors display a broad understanding of the factors affecting schooling outcomes, simultaneously addressing academic, behavioral and social-emotional domains. In my view, Ci3T is easily the most comprehensive framework to emerge within over a decade--and has the potential to transform schooling as we know it. I am particularly impressed with the authors' emphasis on low-intensity, proactive strategies that teachers can implement easily. The field of education is fortunate to have this gem of a book. --Hill M. Walker, PhD, Department of Special Education and Clinical Sciences (Emeritus), University of Oregon; Senior Scientist, Oregon Research Institute Offering important updates to the first edition, this second edition provides a critical roadmap to schoolwide multi-tiered systems of support. Lane and colleagues have drawn on their long history of successful partnerships with schools across the nation to produce this tremendous resource. School-based professionals will benefit from using this book in planning, delivering, and evaluating supports for students across a diversity of needs and contexts. --Sandra M. Chafouleas, PhD, Board of Trustees Distinguished Professor, Neag School of Education, University of Connecticut This groundbreaking book clearly presents a comprehensive integration of systemic prevention efforts for both academic and social behavior. The authors' mix of science with practical, understandable examples makes this a perfect example of a research-to-practice work. Everyone who strives to implement prevention science in schools should carry a copy of this second edition as their principal guide to multi-tiered systems of support. --Terrance M. Scott, PhD, Professor and Distinguished University Scholar, Department of Special Education, University of Louisville
Author Information
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.
