Ebooks & Monographs

This US Department of Education Resource "highlights seven key challenges to providing school- or program-based mental health support across early childhood, K–12 schools, and higher education settings, and presents seven corresponding recommendations. The appendix provides additional useful information, including (a) numerous examples corresponding to the recommendations highlighting implementation efforts throughout the country; (b) a list of federal resource centers; (c) a list of resources to assist educators (teachers, providers, and administrators) in implementing the recommendations; and (d) guidance on existing programs that can support social, emotional and mental health services for students."

This implementation guide provides step by step process with examples, activities, and resources for district and school teams to install and implement an Interconnected Systems Framework.

This manual presents procedures to train school-based personnel to conduct basic functional behavioral assessments (FBA) and design function-based behavior support plans (BSP).

This monograph was designed to provide information and strategies for emerging topics that can be used as needed by administrators, coaches and Leadership Teams to address unique needs of high schools.

This monograph is about improving the quality of life and outcomes for children and youth, especially those children who are at risk for or experiencing emotional and behavioral challenges. The editors have wisely chosen a title for the monograph that signals the pivotal role of education in this endeavor. Advancing Education Effectiveness: Interconnecting School Mental Health and School- wide Positive Behavioral Support clearly conveys the message that effective education is the primary goal and linking two important processes will be the strategy promoted to achieve this goal. The Interconnected Systems Framework (ISF) is described in the following chapters as the proposed mechanism that can effectively link School Mental Health (SMH) and Positive Behavioral Interventions and Supports (PBIS) in order to leverage the individual strengths of each of these processes and produce enhanced teaching and learning environments through their strategic linkage.

This e-book, supported by the Technical Assistance Center for PBIS funded by the Office of Special Education Programs comprehensively reviews reasons for and ways to significantly enhance family engagement in schools, toward improved tiered systems involving promotion/ prevention, early intervention, and intervention for students, contributing to removed and reduced academic and non-academic barriers to learning, and improved academic, social, emotional, behavioral, and occupational out- comes for them. Following the example of other e-books and monographs the center has supported, the intent of this e-book is to broadly disseminate and make accessible a free, downloadable resource (on www.pbis.org) that can be used by families, schools, collaborating staff from other youth-serving systems, policy makers, educators/practitioners, government officials, advocates, university staff and others to advance family engagement in PBIS/MTSS in realms of policy, research, and practice, and to promote linked progress across these realms.

The TA Center conducted a second forum on high school SWPBS implementation in the summer of 2009 in Naperville, Illinois. The purpose of the forum was to bring together a small number of high schools that have been identified as successful implementers of SWPBS. This monograph provides a description and summary of the implementation efforts of SWPBS practices and systems in these high schools (9-12th grade) with an emphasis on shaping future demonstration and research projects, and giving high school implementers guidance on promising practices and systems.

Systems of school-wide positive behavior support have been adopted, sustained, and expanded in elementary and middle schools. However, the same levels of implementation have not been documented widely and replicably at the high school level, especially, in large enrollment urban environments. The purpose of this monograph is to describe what we generally are learning about the implementation of school-wide positive behavior support in high schools, and give recommendations about what educators might do to improve behavior support for all high school students. Recommendations for future research directions also are discussed.