Super Students! is an illustrated, full-color book used to introduce the seven behavioral skills taught in the FIRST STEP Next program. One copy of the Super Students! book is included in FIRST STEP Next Coach’s Kit. Coaches and teachers may wish to purchase more copies to help additional young students learn these vital school success skills.
$20.00
Super Students! introduces the seven behavioral skills taught in the FIRST STEP Next program:
Cute little critters such as Bella Bear and Sergio Salamander demonstrate how to use each skill.
One copy of the Super Students! book is included in FIRST STEP Next Coach’s Kit.
Hill M. Walker, Ph.D., is Professor of Special Education, codirector of the Institute on Violence and Destructive Behavior, and former Director of the Center on Human Development in the College of Education, University of Oregon. He is also a Senior Research Scientist at the Oregon Research Institute in Eugene, Oregon. Dr. Walker has a longstanding interest in behavioral assessment and in the development of effective school-based interventions for students with a range of behavior disorders. His research interests include social skills assessment, curriculum development and intervention, longitudinal studies of aggression and antisocial behavior, and the development of universal, early screening procedures and targeted interventions for detecting and addressing the problems of students who are at-risk for social-behavioral adjustment problems and/or later school drop-out. He is also the lead author of the 1996 Journal of Emotional and Behavioral Disorders article in which the Institute of Medicine’s prevention taxonomy of primary, secondary and tertiary prevention was applied to schools as a framework for allocating resources to address the needs of students at differing levels of severity in their behavioral challenges. The Positive Behavior Intervention and Supports (PBIS) approach is based upon this reconceptualization of how schools accommodate all students. Dr. Walker has over 175 publications and is the author or co-author of 19 books.
Cristy Coughlin holds a Ph.D. in school psychology from the University of Oregon and an undergraduate degree in psychology from Western Michigan University. She has worked as a First Step coach, school-based behavioral consultant, and program evaluator for educational projects based in the United States, Australia, and Africa. Her areas of expertise are oriented around educational assessment, applied behavior analysis, and translating educational research to practice.
Marilyn Sprick has been a general education teacher, special education teacher, and Title I learning specialist. As an educational consultant, Marilyn has provided training in literacy, curriculum adaptation, and collaborative instruction for thousands of teachers throughout the United States and Canada. Marilyn’s focus is on scaffolding and differentiating curriculum, explicit instruction, motivating students, and diagnostic prescriptive teaching. She is well respected for her ability to inspire teachers and translate research into classroom practice. As a literacy expert, Marilyn is the lead author of Read Well K-2 (a scientifically based early reading program) and The Third Quest—a reading intervention for adolescent struggling readers. Marilyn is also author of “Preintervention 2: Assessing and Adjusting Academic Support” in Early-Stage Interventions and a coauthor of Meaningful Work; The Tough Kid On-Task in a Box, part of the Tough Kid series; SMART Kids, a social skills curriculum for grades K-1; and First Step NEXT, a Tier 2 behavioral intervention for young children. Sign up here to subscribe to Marilyn Sprick's Newsletter for Literacy Nerds.
Brianna Stiller, Ph.D., is in her fifth year as coordinator of Positive Behavior Support (PBS) programs in School District 4J in Eugene, OR, where she has worked as a school psychologist for 31 years. She graduated from the University of Oregon with a Ph.D. in school psychology in 1987. In addition to the First Step program, Dr. Stiller has co-authored Bully Prevention in Positive Behavior Support, a curriculum designed to dovetail with schoolwide PBS at the elementary level. She is also collaborating with school district personnel and researchers at the University of Oregon to author a middle school program, Expect Respect. Additional projects include the IPBS (Intensive Positive Behavior Support) grant, which is a systems approach for screening, intervening, and monitoring progress of high-needs students. Dr. Stiller has been very active in supporting equity at the school level and was a key person in passing a district policy to support transgender and gender nonconforming students in May 2015.
Annemieke Golly, Ph.D., was born and raised in the Netherlands and is currently a research scientist at the Oregon Research Institute. As a certified special education teacher, she taught elementary children with a range of special needs for 25 years. Dr. Golly received her Ph.D. in Special Education at the University of Oregon. Her areas of expertise are early and preventive intervention, behavior management, and classroom and schoolwide management. Dr. Golly has been instrumental in designing, implementing, and conducting nationwide research on the First Step program. She also has implemented behavior management strategies for pre-K through grade 12 throughout the United States, Canada, South Africa, and Turkey. For the past 5 years, she has been training, coaching, and providing technical assistance to school and youth services staffs in the Netherlands for nationwide implementation of First Step and BEST Behavior, a K–12 positive behavior support program.
Edward G. Feil, Ph.D., has been conducting research and develping intervention tools since 1993. He has authored papers on early intervention assessment methodology, interactive Internet interventions, and early child psychopathology. Dr. Feil has served as principal investigator and co-investigator on several Department of Education, National Institute of Health, Head Start/ACYF, Center for Disease Prevention, and foundation grants. His research includes a randomized controlled trial of the Internet-adapted PALS program for low-income parents of infants at risk for maltreatment and a multisite randomized control study to adapt a school-home intervention for preschoolers with disruptive behaviors in order to increase its effective use with early childhood programs serving low-income children. Dr Feil is especially interested in incorporating Internet technology into the delivery of evidence-based interventions to hard-to-reach populations. He is president of the board of Head Start of Lane County and serves as a consultant to several local service agencies and national research centers.
