1. Status Update
February 5, 2008

2. PBS in North Carolina By the end of 06-07:
81 of 115 LEAs had at least one school participating (70%)
252 new school teams had begun training
Legislature approved full-time PBS consultant

3. Schools Implementing PBS in NC

7. How do we ensure the continued growth and success of PBS in NC?

9. State Leadership Team State PBS Consultant Regional Coordinators
Training & Coaching
Visibility & Political Support
Assessment & Evaluation
State PBS Consultant
Team Leader
(In –School Coach)
School Administrator
Recorder
Data Manager
Time-keeper
Communication Coordinator
School Staff
Parents
Students
Community
LEA
Coordinator
Regional Coordinators
Trainer
External Coach

10. Visibility & Political Support
State Leadership Team
Assessment & Evaluation
Training & Coaching
Visibility & Political Support
Vision:
All schools in North Carolina will implement Positive Behavior Support as an effective and proactive process for improving social competence and academic achievement.
Misson:
To provide leadership, professional development, resources, and on-going support in order for schools to successfully implement Positive Behavior Support

11. Visibility & Political Support
State Leadership Team
Visibility & Political Support
Goals
Maintain an up-to-date PBS Website.
Coordinate and inform all depts/divisions at DPI regarding PBS updates
Increase awareness of North Carolina’s mission and vision for PBS
Facilitate networking among all PBS stakeholders

12. State Leadership Team Goals: Current registry of trainers/coaches
Training & Coaching
Goals:
Current registry of trainers/coaches
Current registry of participating LEAs, contact people/coordinators, & schools
Provide Training, Support, and Networking Opportunities for Trainers, Coaches, & Coordinators
Fidelity of Training & Implementation
Inclusion of IHEs
Inclusion of PBS in standards for Education Leadership Candidates, preservice/graduate personnel 
Support Creation of Durable Systems

13. Assessment & Evaluation
State Leadership Team
Assessment & Evaluation
Goals:
Determine specific data to be collected statewide
Create a plan for obtaining a thorough evaluation of the PBS Program in North Carolina

14. State Leadership Team State PBS Consultant
Training & Coaching
Visibility & Political Support
Assessment & Evaluation
State PBS Consultant
Team Leader
(In –School Coach)
School Administrator
Recorder
Data Manager
Time-keeper
Communication Coordinator
School Staff
Parents
Students
Community
LEA
Coordinator
Regional Coordinators
Trainer
External Coach
State PBS Consultant
Position now filled by Heather Reynolds Solone, as a result of legislative action. The PBS consultant is part of the Behavior Support & Special Programs Section of the EC Division, led by Chief, Diann Irwin.

15. State Leadership Team Regional Coordinators
Training & Coaching
Visibility & Political Support
Assessment & Evaluation
State PBS Consultant
Team Leader
(In –School Coach)
School Administrator
Recorder
Data Manager
Time-keeper
Communication Coordinator
School Staff
Parents
Students
Community
LEA
Coordinator
Regional Coordinators
Trainer
External Coach
Regional Coordinators
Regional responsibilities include the following:
2/3 of the time working with PBS implementation in the region and state (14 or 15 work days per work month).
Attend PBS coordinator meetings and training.
Host state and regional meetings for implementing schools.
Coordinate regional PBS training.
Provide PBS Awareness Presentations in the region.

16. Regional Coordinators
Regional responsibilities include the following:
Work with PBS LEA trainers to complete School Evaluation Tools.
Help plan PBS summer institute and conference presentations.
Visit implementing schools in other LEAs, as possible.
Provide PBS technical assistance and support in the region.
Coordinate data collection for the region.
Assist local PBS trainers with using and understanding data.
Stay informed about national PBS research.
Coordinate with Behavior Support Consultant from the region.

17. Regional Coordinators
Expected LEA responsibilities for the position include:
Coach participating schools in LEA.
Help train new schools in LEA.
Direct data management and program evaluation.
Chair School System PBS Leadership Team.
Work with PBS trainers and chair persons in LEA.
Link between schools, leadership team and leadership of school system.
See that School Evaluation Tool is completed for each implementing school in LEA.
Manage school system action plan.

18. State Leadership Team
Training & Coaching
Visibility & Political Support
Assessment & Evaluation
State PBS Consultant
Team Leader
(In –School Coach)
School Administrator
Recorder
Data Manager
Time-keeper
Communication Coordinator
School Staff
Parents
Students
Community
LEA
Coordinator
Regional Coordinators
Trainer
External Coach
LEA Coordinator
Coordinate with PBS Regional Coordinator from the region.
Attend PBS coordinator meetings and training.
Coordinate LEA PBS training.
Provide PBS Awareness Presentations in the LEA.
Provide PBS technical assistance and support in the LEA.
Host LEA meetings for implementing schools.
Visit implementing schools.
Work with PBS coaches, trainers, and chair persons in LEA.
Assist local PBS teams with using and understanding data.
Stay informed about national PBS research.

19. Direct data management and program evaluation.
LEA Coordinator
Direct data management and program evaluation.
Chair School System PBS Leadership Team.
See that School Evaluation Tool is completed for each implementing school in LEA.
Coordinate data collection for the LEA and send to Regional Coordinator.
Link between schools, leadership team, and leadership of school system.
Manage school system action plan.

20. State Leadership Team Coordinate with PBS LEA Coordinator.
Training & Coaching
Visibility & Political Support
Assessment & Evaluation
State PBS Consultant
Team Leader
(In –School Coach)
School Administrator
Recorder
Data Manager
Time-keeper
Communication Coordinator
School Staff
Parents
Students
Community
LEA
Coordinator
Regional Coordinators
Trainer
External Coach
External Coach
Coordinate with PBS LEA Coordinator.
Attend PBS Coach meetings and training.
Attend LEA PBS Leadership Team meetings
Coordinate LEA PBS training.
Provide PBS technical assistance and support in the LEA.
Facilitate LEA meetings for implementing schools.
Attend implementing school team meetings.
Work with PBS trainers and school teams in LEA.
Assist local PBS teams with using and understanding data.
Stay informed about national PBS research.
Complete School Evaluation Tool for each implementing school in LEA.
Coordinate data collection for school teams send to LEA Coordinator.
Link between schools and LEA Coordinator.
Assist schools with action planning.

21. State Leadership Team
Training & Coaching
Visibility & Political Support
Assessment & Evaluation
State PBS Consultant
Team Leader
(In –School Coach)
School Administrator
Recorder
Data Manager
Time-keeper
Communication Coordinator
School Staff
Parents
Students
Community
LEA
Coordinator
Regional Coordinators
Trainer
External Coach
Trainer
Work with PBS Regional Coordinator & LEA Coordinator to plan trainings.
Complete the train-the-trainer process.
Participate in all 3 Modules as a team member.
Co-train all 3 Modules with an experienced trainer.
Achieve competence and train independently.
Attend Trainer refreshers and updates.
Provide support and technical assistance for school teams.
Complete annual self-assessment and competency requirements.

22. State Leadership Team
Training & Coaching
Visibility & Political Support
Assessment & Evaluation
State PBS Consultant
Team Leader
(In –School Coach)
School Administrator
Recorder
Data Manager
Time-keeper
Communication Coordinator
School Staff
Parents
Students
Community
LEA
Coordinator
Regional Coordinators
Trainer
External Coach
Team Leader
(In –School Coach)
Coordinate with LEA/External Coach & LEA Coordinator.
Attend PBS coach meetings and training.
Facilitate team meetings for your school.
Assist teams with using and understanding data.
Stay informed about national PBS research.
Coordinate completion of School Evaluation Tool.
Coordinate data collection and send to LEA Coach.

23. State Leadership Team State PBS Consultant Regional Coordinators
Training & Coaching
Visibility & Political Support
Assessment & Evaluation
State PBS Consultant
Team Leader
(In –School Coach)
School Administrator
Recorder
Data Manager
Time-keeper
Communication Coordinator
School Staff
Parents
Students
Community
LEA
Coordinator
Regional Coordinators
Trainer
External Coach
School Administrator
Recorder
Data Manager
Time-keeper
Communication Coordinator
Students
Parents
School Staff
Community

24. What’s next? Recognition System PBS Evaluation Manual
Effective Individual Assessment
Effective Coaching
District Planning, Coordination & Assessment

25. Presented by Laura Phipps
NC PBS Data Collection
Presented by Laura Phipps

26. Objectives Understanding of… NC PBS Data Collection Manual.
NC PBS Recognition Program.
Strategies for using data for effective action planning.

27. NC Data Collection Manual Section I
History and Purpose

28. Manual History
Historically, we have had inconsistent data collection due to:
Different size LEAs
Different data collection sources
Various levels of data system knowledge
Lead to challenges for schools to assess data and effectiveness of PBS implementation.
State was challenged to make state-wide conclusions about PBS Outcomes.

29. Manual Purpose
Not intended to add work, but to organize the work you are already doing.
Toolbox: Describes different types of data you may want to collect and the rationale for how it will help you.
Road Map: Provides guidelines for completing a thorough assessment for PBS Implementation.
State-Wide Goal: Increase consistency of data- collection across the state and guiding support from DPI and PBS Coordinators.

30. Using Data at the School Level
Create
Action plan and
Steps
Implement
Make needed
revisions
Collect data to
determine
need
assess plan
Here are the steps.
Get input at all levels…
Research best practices
Create action plan
Implement plan
Assess the plan
Revise the plan
Repeat as needed… 30

31. Using Data at the State Level
Collect data
from all
regions
Analyze
and
summarize
patterns
Create action
steps/plan
Implement Plan
Determine
needed supports
Here are the steps.
Get input at all levels…
Research best practices
Create action plan
Implement plan
Assess the plan
Revise the plan
Repeat as needed… 31

32. Manual Overview 5 Sections Manual Purpose of data collection manual
Implementation Data
System Level Outcome Data
Small Group/ Individual Outcome Data
System-wide Implementation Data
Manual
What and Why
How To

33. Recognition Program
Goal is to motivate schools to provide data collection SO THAT we can increase sustainability of implementation.
Manual provides specific data requirements for meeting state implementation standards 33

34. Recognition Program Components
Systems
Training
Team
Data
Implementation data
Outcome data
Practices
Implementation level
SET Score

35. Recognition Program: Documents
Recognition Program Requirements
Application for State Recognition
Data Requirements on website
Manual

36. NC Data Collection Manual Section II
Implementation Data

37. Implementation Data Rationale How will collecting this data impact:
To ensure that the implementation of PBS at any given school is being done with reliability and accuracy.
How will collecting this data impact:
School administrators
Provides clear information about the fidelity of implementation of PBS and guides decision making regarding use of time and resources
PBS teams
Provides specific information regarding areas for improvement in order to create meaningful action plans
Teachers
helps the PBS team move as quickly and efficiently as possible towards creating a sustainable model, improving school climate and overall student outcomes
Students, parents, communities
Highly accurate implementation will quickly transition schools towards a more positive climate.

38. Implementation Data vs. Outcome Data
Designed to measure fidelity of implementation
Goal is to develop action steps
Outcome Data
Measures progress on specific school-wide goals
Allows schools to determine impact of PBS implementation
Documents the effectiveness of PBS on overall school climate
Used by LEAs to make system-wide decisions 38

39. Implementation Data Schedule

40. Implementation Data Tools
Implementation Checklist/ Inventory
School Survey (EBS Survey/ Self-Assessment)
Trainer Report
SET
Future Training List
See Data Manual pages

41. NC Data Collection Manual Section III
System Level Outcome Data

42. System Level Outcome Data
Rationale
To determine how prevention and intervention strategies are impacting the school environment
How will collecting this data impact:
School Administrators
By evaluating system level outcome data, you can make sure that your school resources are being used most efficiently
PBS Teams
To know what kind of prevention and intervention strategies are needed based on your specific school population
Teachers
Help the PBS Team make accurate decisions about practices to use in the school and classroom based on your specific student population
Students, parents, and communities
Data will help choose or modify strategies to ensure best academic and behavioral outcomes

43. Outcome Data Schedule

44. System Level Outcome Data Tools
Achievement Data
Suspension/ Expulsion Data
Referral Data
How to collect using SWIS vs. NC Wise (or other system).
Climate Surveys
Special Education Referrals/ Eligibility Data
Staff Retention Data
Attendance Data
See Data Manual pages

45. NC Data Collection Manual Section IV
Small Group and Individual Level Outcome Data

46. Small Group and Individual Level Outcome Data
Rationale
Allows better identification of which students are in need of the most support
Need to be able to better assess how interventions are working at the individual and small group level prior to problem behavior
PBS traditionally only collects data after problem behavior has occurred preventing ability to know what interventions will work at the classroom level

47. Small Group and Individual Level Outcome Data
How will collecting this data impact:
School Administrators
Document the educational and behavioral progress of at-risk students
identify which interventions are most effective in working with at-risk students
PBS Teams
determine the effectiveness of functional based behavioral supports and address problem areas through a team-based approach.
Teachers
Provides clear way to focus time and energy on interventions that are shown to be effective
Gives clear way to communicate progress to other staff and parents
Students, parents, and communities
Improves quality of interventions for children
Gives common way for teachers and parents to communicate about progress

48. PBS and RTI RTI and PBS need to work together
PBS good at universals implementation
Whole school/class-wide assessment, intervention and implementation
RTI good at small group and targeted interventions
Individual child and small group assessment intervention and implementation
RTI historically better at assessment and use of data
PBS historically better at implementing and getting schools to do something different
We need to learn from each other and adopt both methods

49. Small Group and Individual Level Outcome Data Tools
Direct Behavior Ratings (DBR)
Other Options
Permanent products
Systematic direct observation
See Data Manual pages 33-35

50. NC Data Collection Manual Section V
System Wide Implementation

51. Documenting System Wide Implementation
Rationale
For large school systems (LEAs) implementing system wide, it may be helpful to write a single report summarizing progress
This allows LEA administrators to assess overall impact of PBS implementation in order to better provide support and resources
A system wide report should not replace collecting and assessing data on an individual school basis, but can be an additional tool in creating sustainability of PBS

52. Documenting System Wide Implementation
Possible Components of a System Wide Report
Executive summary
Overview of number of schools implementing (elementary, middle and high)
Combined SET Scores for each of the seven areas by elementary middle and high
Combined referral information by elementary, middle and high)
Average Per Day and Quarter
By Location
By Problem Behavior
Combined suspension/expulsion data
Triangle data and analysis by elementary, middle and high
Achievement data (PBS schools compared to non PBS schools)
Staff impact data (e.g., retention morale, etc.)

53. Common Challenges

54. Challenges and Solutions
Time consuming
Incompatible data collection systems
Fear
Data does not feel meaningful
Beliefs that it is just restating the obvious
Resistance to technology and numbers

55. Challenges and Solutions
Reframe thinking about TIME: Effective use of data will save time in the long run
PBS Team and administrators need to work together to streamline data collection methods
Build trust among staff members and administrators through frequent sharing of data=Data is information NOT judgment
Make sure all data collection is CLEARLY connected to tangible action steps
Show staff how objective information (data) increases staff investment and makes implementation more meaningful
Demystify the word “data”

56. Using Data Effectively
Action Planning
Using Data Effectively

57. Effective Action Plans
Effective action plans are…
used regularly.
frequently reviewed and updated.
accessible to all staff.
made up of specific doable action steps with clear timelines.
generated using data from staff and team.

58. Using Self Assessment Survey Data to Generate Action Steps
Once survey is closed (on pbssurveys.org) you will be able to access reports using the same login number
There are three separate reports
You can see overall trends as well as specific numbers for each item
Once you identify items and areas needing improvement the team should prioritize action steps
Some items can be addressed through information only
Others will need revisions or completion of tasks.

59. Sample Action Item
One school’s survey data showed that many staff indicated both high priority for improvement and not in place for the item that read “ Data on problem behaviors are collected and summarized within an ongoing system” Since the school was using SWIS the team decided the issue was more awareness. The created the following action item.
Goal
Steps
Who
Resources Required
By When
Evaluation Measure
Increase staff awareness of SWIS data
1. Present SWIS big 5 graphs at next staff meeting
Debbie Data
Copies of big 5
Discussion Questions
March 24
Staff will increase requests for big 5 for grade level meetings

60. Using Implementation Inventory to Generate Action Steps
The team completes the Implementation Inventory
After calculating percentages of implementation, focus on the areas scoring below 80%
Within each section look at the items marked 1 or 0 and create a prioritized list
Cross reference the team list with the results from the staff survey
Create action steps starting with the highest priority

61. Sample Action Item Goal Steps Who Resources Required By When
After completing the implementation inventory the team found that they scored a 61% in universal practices. Upon further review they found all the items marked 1 or 0 had to do with specific teaching of school wide expectations. The also noticed from the staff survey a focus on the need to improve non classroom setting routines. The team developed the following action item
Goal
Steps
Who
Resources Required
By When
Evaluation Measure
Increase consistent use of expected behaviors in the cafeteria
Create lesson plans for cafeteria expectations
Create a schedule for all teachers to teach expectations in the cafeteria
Lori Lessonplan and cafeteria TA
Time to meet with Cafeteria TAs
Sample lesson plans from other schools
Lesson plan template from PBS website
March 24th
First week after spring break
All staff will complete a feedback form after completion of the lesson
Reduction of referrals from cafeteria during spring semester

62. Using SWIS Data to Generate Action Steps
Regularly review SWIS big 5 graphs
For each graph create a list of questions the data generates
Create custom graphs to answer questions
Bring data back to the team and/or staff for discussion of patterns
List possible action items
Prioritize the list and develop action steps for highest priority

63. Sample Action Item Goal Steps Who Resources Required By When
After reviewing the SWIS big five one team discovered that the majority of problem behaviors were occurring in the classroom. They created a custom graph to determine what specific behaviors were occurring in the classroom. They found that non- compliance/disrespect was the biggest issue. The team generated the following action item
Goal
Steps
Who
Resources Required
By When
Evaluation Measure
Increase compliance with requests in classrooms
Have counselor create a social skills on specific skills
Compliance
Accepting no
Asking for help
Have all teachers schedule lesson with counselor
Carmine Counselor
Lesson plan template
Social skill curriculum
First week after spring break
Decrease in classroom referrals for non-compliance / disrespect

64. Activity: Action Planning
Using the SAMPLE School Data provided (Implementation Inventory results, SWIS Big 5, and PBS Self Assessment Survey), create at least one action item. Use the blank action plan provided.

65. Data Collection Next Steps
Review the Data Collection Manual with your LEA administrators and school teams
Contact your PBS Regional Coordinators for any questions or concerns
dinator/
Look for upcoming trainings on Data Collection
PBS Summer Institute
Regional Trainings

66. School-Based Behavioral Assessment: Informing Intervention and Instruction
S. Chafouleas, T. Chris Riley-Tillman, G. Sugai
Direct Behavior Rating (DBR) presentation by: C. Riley-Tillman
Presented by: C. McCamish 66

67. Section IV: Small Group and Individual Level Outcome Data

68. Small Group and Individual Level Outcome Data:
Assess effectiveness of interventions
Document educational and behavioral progress
Determine effectiveness of functional based behavioral supports
Communication tool

69. Direct Behavior Rating (DBR) Background
Effective behavioral assessment and intervention procedures in applied settings require the use of empirically-supported yet feasible techniques
To date, feasible assessment of behavior skills has been focused on ODR data – which may not be sensitive to capture all behaviors of interest
To date, support for feasible, formative assessment of academic skills is available (e.g., CBM) – but attention has not been directed toward social behaviors 69

70. Defining Characteristics of the DBR
The DBR involves a brief rating of target behavior over a specified period of time
a behavior(s) is specified
rating of the behavior(s) typically occurs at least daily
obtained information is shared across individuals (e.g., parents, teachers, students)
the card is used to monitor the effects of an intervention and/or as a component of an intervention
(Chafouleas, Riley-Tillman & McDougal, 2002) 70

71. Direct Behavior Ratings
Refer to a hybrid of assessment tools that combine characteristics of systematic direct observation and behavior rating scales.
SDO- method of behavioral assessment that requires a trained observer to identify and operationally define a behavior of interest, use a system of observation in a specific time and place, and then score and summarize the data in a consistent manner (Salvia & Ysseldyke, 2004; Riley-Tillman, Kalaber, Chafouleas, 2006)
These tools are designed to be used in a formative (repeated) fashion to represent behavior that occurs over a specified period of time (e.g., 4 weeks) and under specific and similar conditions (e.g., 45 min. morning seat work).
Using these tools requires rating target behavior on a scale (e.g., rating the degree to which Johnny was actively engaged. )
So, teachers might be asked to rate on a scale from 1 (not at all) to 5 (almost always) the degree to which Johnny was actively engaged in work activities during independent seat work this morning. 71

72. Other Names for the DBR Home-School Note Behavior Report Card
Daily Progress Report
Good Behavior Note
Check-In Check-Out Card
Performance-based behavioral recording 72

73. Example Standard DBR 73

74. Who already uses the DBR?
60% of teachers surveyed already use DBRs to change student behavior
32% to monitor or observe student behavior
81% to identify positive behaviors, 77% to identify negative behaviors
86% use with individual students, 19% with whole class, 9% with small groups
32% use DBRs “routinely” as part of classroom management plan
(Chafouleas, Riley-Tillman, & Sassu, 2006) 74

75. Many Potential Uses for the DBR
Increase communication (teacher-student, home-school)
As a component of an intervention package, particularly in self-management
Provide “quick” assessment of behaviors, especially those not easily captured by other means
Monitor student behavior over time
Flexible
K-12,
+ or –
1 student or larger group
range of behaviors 75

76. Many Potential Uses for the DBR76

77. A systematic DBR possesses the following 4 characteristics:
1. The behavior of interest must be operationally defined.
2. The observations should be conducted under standardized procedures.
3. The DBR should be used in a specific time, place, and at a predetermined frequency.
4. The data must be scored and summarized in a consistent manner. 77

78. Guiding Questions 1. Why do you need the data?
2. Which tools are best match to assess the behavior of interest?
3. What decisions will be made using the data?
4. What resources are available to collect the data? 78

79. Design Flexibility What is the target behavior and goal?
Focus on a specific behavior (e.g., calling out) or a cluster term for behaviors (e.g., disruption)
Goal to increase or decrease behavior
Who is the focus of the rating?
Individual, small-group or class-wide
What is the period for rating?
Specific school period, daily, or other
What is the setting of observation?
Classroom or other location
How often will data be collected?
Multiple times a day, daily, weekly
What scale for rating will be used?
Checklist, scale, continuous line
Who will conduct the rating?
Classroom teacher, aide, or other educational professional
Will ratings be tied to consequences?
Consequences must be consistently delivered by person responsible 79

80. Considerations When Using a DBR
Ensure that use is “systematic”
Identify and operationally define a behavior of interest
Use a system of observation in a specific time and place
Score and summarize the data in a consistent manner
(Similar to the criteria that define systematic direct observation (Salvia & Ysseldyke, 2004)
Provide checks on integrity and acceptability
Understand correspondence with other data sources 80

81. How are Direct Behavior Ratings data summarized?
Data can be quantified, compared, combined, and summarized for summative and formative purposes.
For example, DBR data of Susie’s disruptive behavior over the week can be summarized into a statement of average daily or weekly rating (6 out of 9 points) or most likely period of high or low disruption if multiple ratings per day are taken (just before lunch).
Since DBR involve rating on some scale, data are summarized relevant to the scale.
For example, a simple yes/no checklist can be easily depicted through a bar chart whereas rating information might be plotted on a line graph, with the intervals on the y-axis indicating the DBR scale. 81

82. Summary of Strengths and Weaknesses of Use in Assessment
Highly Flexible
Highly Feasible, Acceptable, and Familiar
Minimal Cost Given Potential Amount and Uses for Data
Reduced Risk of Reactivity (atypical behavior)
Can be used in assessment, intervention, and communication
Weaknesses
Rater Influence (history)
Limited Response Format
Limited Knowledge about Psychometric Adequacy 82

83. Case Example
Mr. Cohen is the sole school psychologist in Sunnyvale, a small, rural district. One of the teachers in the elementary school, Ms. Yoon, recently implemented a token economy in her classroom in an effort to increase pro-social behaviors among a small group of her students during cooperative learning activities. Although Ms. Yoon thinks that the intervention has been successful (she told Mr. Cohen that “the classroom environment feels more positive”), she would like to know for sure and asks Mr. Cohen to help her collect data to support this belief. Mr. Cohen is pleased that Ms. Yoon has sought him out and certainly wants to help, but his schedule is barely manageable over the next few weeks given other commitments. Thus, Ms. Yoon and Mr. Cohen agree to have Ms. Yoon collect data using a DBR, with Mr. Cohen coming in periodically (i.e., once per week) to supplement the DBR data with systematic direct observations. 83

84. Points to Consider Measures perception of behavior
“3 to 7” not “he is a 7”
Academic-absolutes Social- No absolutes
Rater Effect- vary on initial rating
Overestimate consistently
Consistent responses to changes in behavior

85. Resources
- This website offers an extensive resource on using behavior ratings in the Classroom Behavior Report Card Manual.
Chafouleas, S.M., Riley-Tillman, T.C., & Sugai, G. (in press). Behavior Assessment and Monitoring in Schools. New York: Guilford Press.
Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford Press.
Jenson, W.R., Rhode, G., & Reavis, H.K. (1994). The Tough Kid Tool Box. Longmont, CO: Sopris West.
Kelley, M.L. (1990). School Home Notes: Promoting Children’s Classroom Success. New York: Guilford Press.
Shapiro, E.S., & Cole, C.L. (1994). Behavior change in the classroom: Self management interventions. New York: Guilford Press. 85

86. For More Information
Charouleas, S., Riley-Tillman, T. C., & Sugai, G. (2007). School-Based Behavioral Assessment: Informing intervention and instruction.