Providing School-Based Behavior Support

School Resources

School Resources

Publications

Positive Behavior Support
Schoolwide Positive Behavior Support Implementation Guide

Dunlap, K., Goodman, S., McEvoy, C. and Paris, F. (2009). Schoolwide Positive Behavior Support Implementation Guide. Michigan Department of Education: Lansing, MI.

School-wide Positive Behavior Support (PBIS) is a proactive, team-based framework for creating and sustaining safe and effective schools. Emphasis is placed on prevention of problem behavior, development of pro-social skills, and the use of data-based problem solving for addressing existing behavior concerns. School-wide PBIS increases the capacity of schools to educate all students utilizing research-based school-wide, classroom, and individualized interventions.

This 60-page document provides step-by-step guidance for the team-based process of implementing PBIS throughout a school building. It includes a chapter on classroom application of PBIS and each section has additional resources. Consultation is available.

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Positive Behavior Support for Young Children
Positive Behavior Support for Young Children

Frances Mueller Paris and Mark Larson (June 2001). Positive Behavior Support for Young Children A Supplement to Positive Behavior Support for ALL Michigan Students: Creating Environments That Assure Learning. Michigan Department of Education: Lansing, MI.

A major change in thinking occurs when the school community uses Positive Behavior Support (PBS). Positive Behavior Support for Young Children applies PBS to the developmentally appropriate practices for preschool aged children.

Positive Behavior Support prevents behavior problems through:

  • building positive relationships among children and adults,
  • arranging learning environment
  • designing age-appropriate schedules and routines, and
  • teaching of skills and new behaviors.

This 20-page document is written for professional childcare providers, childcare provider associations, preschool teachers, directors of early care and educational programs, and other early childhood professionals. It is written for personnel working with preprimary children with disabilities. It is written for the parents of children in early care and educational settings. In short, it is written to encourage the deliberate and careful use of Positive Behavior Support by all of those individuals to whom we haveentrusted the early development of our most precious resource--our children. Consultation is available.

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Supporting Student Behavior
Supporting Student Behavior: Standards for the Emergency Use of Seclusion and Restraint

Michigan Department of Education. (December 2006). Supporting Student Behavior: Standards for the Emergency Use of Seclusion and Restraint. Author: Lansing, MI.

Michigan citizens are concerned about the use of seclusion and restraint in Michigan public schools. Acting on this concern, in May 2004 the Superintendent of Public Instruction convened a statewide referent group. Dr. Frances Paris was a member of the diverse referent group, representing parents, advocates, educators, policy
makers, and service providers, charged to

  • develop standards for seclusion and restraint that could replace the existing State Board of Education document
  • recommend substantive strategic directives; and
  • recommend implementation.

The referent group was committed from the beginning to create standards that apply to all Michigan students. The group consulted a variety of sources and rules, and policies from other states were examined. The 22-page document:

  • promotes the care, safety, welfare, and security of the school community while protecting learning opportunities for all;
  • requires the use of proactive and effective strategies and best practices to reduce or eliminate seclusion and restraint;
  • defines the terms "seclusion" and "restraint"; and
  • describes the procedures for the use of seclusion and restraint.

This document was updated April, 2017. Paris Educational Consultants provides training based on behavioral principles to reduce or eliminate the use of restraint and/or seclusion.

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Assessing Threatening & Dangerous Behavior in Schools
Guidelines for Assessing Threatening & Dangerous Behavior in Schools
Shell, J., Paris, F. & Pretzlaff Diegel, R. (2004) Guidelines for Assessing Threatening & Dangerous Behavior in Schools. Oakland Schools: Waterford, MI

This 16-page booklet provides forms and guidance for conducting a school-based response to threatening and dangerous behaviors by students. School staff is equipped with forms to conduct the Initial Assessment by an administrator, the History & Interviews with Follow Up by the assessment team, and support for developing an Intervention Plan by the administrator, assessment team with participation by the student, parent/guardian. Appendices provide examples of ratings of behavior and staff input form. An intervention worksheet and references are included. Consultation is available.

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