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Behavioral Response to Intervention

NOTE: This book has been superseded by the third edition of Interventions but remains available while supplies last.

This resource provides educators with information about how to create a continuum of support at district, school, and individual levels to meet the behavioral needs of all students. The book is designed for any school personnel who have a responsibility to ensure that students’ needs for behavioral (social/emotional) support are met.

$54.00

Out of stock

Details:
2009 / 344 pp. and 1 CD (44 pp. fillable reproducible forms)
ISBN:
978-1-59909-028-3
SKU:
028-3
For Grades:
Series:
Authors:
  • Randy Sprick
  • Mike Booher
  • Mickey Garrison
Type:
Professions:
Area of Focus:

Description

This resource provides educators with information about how to create a continuum of support at district, school, and individual levels to meet the behavioral needs of all students.

The book is designed for any school personnel who have a responsibility to ensure that students’ needs for behavioral (social/emotional) support are met. These educators may include:

  • Building-based administrators
  • Counselors and psychologists
  • Problem-solving team members
  • Special education teachers
  • Behavior specialists
  • District personnel such as special education directors/coordinators, directors of school psychology, and supervisors of school counselors

One major purpose of this book is to present a proposed model—a blueprint for how services can be organized. The primary objective of this service-delivery structure should be to meet students’ behavioral needs. Secondarily, the structure should ensure that interventions are designed and implemented in the most time-, personnel-, and cost-effective manner possible—while still meeting students’ needs.

The model outlined in Behavioral Response to Intervention creates a sound structure to:

  • Reduce dropout rates.
  • Address disproportionality of suspension and referrals to special education.
  • Reduce the degree to which school psychologists, behavior analysts, behavior specialists, and school counselors will have long waiting lists of students who need evaluations and services.

The book includes a CD with more than 30 reproducible forms, all enabled for type-in entry on your computer.

Behavioral Response to Intervention is listed on the National Registry of Evidence-Based Programs and Practices (NREPP). The online National Registry of Evidence-Based Programs and Practices was discontinued in January 2018, but a link to the Safe & Civil Schools NREPP listing can be found here.

  • Randy Sprick

    Randy Sprick has worked as a paraprofessional, teacher, and teacher trainer at the elementary and secondary levels. Author of a number of widely read books on behavior and classroom management, Randy is former director of Safe & Civil Schools, a consulting company that provides inservice programs throughout the country. Although Randy is largely retired, his Safe & Civil Schools colleagues continue the work of helping large and small school districts improve student behavior and motivation. Efficacy of that work is documented in peer-reviewed research, and Safe & Civil Schools materials are listed on the National Registry of Evidence-Based Programs and Practices (NREPP). Randy was the recipient of the 2007 Council for Exceptional Children (CEC) Wallin Lifetime Achievement Award and was inducted into the Direct Instruction Hall of Fame, along with numerous other awards and honors.

  • Mike Booher

    Mike Booher has worked as a school psychologist, lead school psychologist, and supervisor of psychological services for Guilford County Schools. He has developed school intervention and assistance teams, crisis intervention services, professional development activities for teachers and parents, and ADHD interventions. He also coordinated the Responsible Discipline Program (RDP), a schoolwide discipline and classroom management program based on Foundationsand CHAMPS. or much of his career, Mike worked with school crisis and suicide intervention teams. He served as a co-trainer for the district's suicide intervention training and as a co-leader of one of the district's two crisis teams. In addition, Mike has taught at several universities and served as a clinical instructor for the School Psychological Program at the University of North Carolina at Chapel Hill.Mike Booher has worked as a school psychologist, lead school psychologist, and supervisor of psychological services for Guilford County Schools. He has developed school intervention and assistance teams, crisis intervention services, professional development activities for teachers and parents, and ADHD interventions. He also coordinated the Responsible Discipline Program (RDP), a schoolwide discipline and classroom management program based on Foundationsand CHAMPS. or much of his career, Mike worked with school crisis and suicide intervention teams. He served as a co-trainer for the district's suicide intervention training and as a co-leader of one of the district's two crisis teams. In addition, Mike has taught at several universities and served as a clinical instructor for the School Psychological Program at the University of North Carolina at Chapel Hill.

  • Mickey Garrison

    In her 30-year career in education, Mickey Garrison, Ph.D., has been a teacher, an administrator, and a consultant. While she was principal, her school was awarded national recognition and received attention from the George Lucas Foundation, which created a documentary about the school's accomplishments in mathematics. Under her leadership, her school achieved and has maintained the highest academic rating of "exemplary." Simultaneously, disciplinary referrals dropped substantially and remain inconsequential. Her students report that their school is truly bully free. She is currently the school improvement director for a joint venture among the Oregon Department of Education, Oregon's Education Service Districts, Oregon's K-12 system, and higher education. Under Dr. Garrison's leadership, districts are advancing school improvement from being an event to becoming an integral part of how their schools operate. As a consultant, Dr. Garrison specializes in training school teams to increase student achievement and improve behavior. She has coordinated numerous statewide and school district change initiatives. Dr. Garrison is currently developing training materials that support difficult-to-reach students in grades K-10.