The University of Oregonhttp://nichcy.org/schoolage/behavior/atschool
A resource for children with behavioral issues, their families and teachers from NICHCY with information and links on positive behavior management in the classroom, behavior issues and specific disabilities such as Autism and ADD/ADHD, and what the laws require. En Espanol.
http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/index.html
The CDC offers free downloadable tipsheets sharing positive parenting approaches for parents from infancy through the teen years available in English and Spanish.
http://www.osepideasthatwork.org/parentkit/functBehavAsses.asp
This document explains what are functional behavioral assessment and positive interventions for children with behavioral problems. Information about the requirements of IDEA 97 is provided, as well as an overview of current thinking on behavior. The basic steps in conducting a functional behavioral analysis are outlined, and common elements of a behavior plan are listed. The publication concludes with examples of behavior intervention strategies. Evaluación de Conducta Funcional e Intervenciones Positivas: Lo que los Padres Necesitan Saber.
http://nichcy.org/schoolage/behavior
A thorough resource from NICHCY,National Dissemination Center for Children with Disabilities, offering in-depth information on managing challenging behavior at home and school. Sobre la conducta en español
http://www.osepideasthatwork.org/parentkit/index.asp
These materials were identified to augment the Tool Kit on Teaching and Assessing Students with Disabilities. They offer a collection of resources on the same substantive areas addressed in the initial release of the Tool Kit, including assessment, instructional practices, behavior, and accommodations. However, these documents were written specifically for parents and include information they need as they work with schools to ensure that their children are receiving a quality education. These materials provide information that will help parents become active and informed participants in IEP discussions and other decision making meetings that support students with disabilities and their families.
http://www.goalforit.com/behavior-charts.html
Free Customizable Behavior Charts help children build positive behavior skills and routines in a fun and visually engaging way kids love. Charts are appropriate for children of all ages including Teens! Goalforit is an online community of people committed to achieving success. We offer a variety of free tools to help people master the art of getting the right things done and bring more focus & personal success into everyday life.
http://www.beachcenter.org/pbs/pbs_at_home/default.aspx?JScript=1
The ultimate goal of PBS is a life style change with quality of life improvement. Child centered and complex life domain approaches are critical for successful PBS implementation. Family members can play an important role as partners in PBS, allowing school staff to have better idea about the child and facilitating PBS strategies in different life settings. This section explains how family members can utilize the PBS strategies for their children in home environment. It also provides tips for parents to help them actively participate and be involvement in children’s behavior education at a school.
http://www.pbis.org/pbis_resource_detail_page.aspx?Type=3&PBIS_ResourceID=269
Positive behavior support, often called PBS, is not just for schools. Parents can use the same ideas to create a better environment for the entire family.
http://csefel.vanderbilt.edu/kits/wwbtk7.pdf
What Works briefs from the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) summarize effective practices for supporting children’s social-emotional development and preventing challenging behaviors. This 4-pager describes practical strategies for helping children learn to manage their own behavior and provides references to more information.
http://slhslinux.cla.umn.edu/ParentHandbook/Parent%20index.html
As parents, we know that challenging behavior can happen with all children. Sometimes, as our children experience new schools, siblings, or increased expectations, challenging behaviors can occur both at home and at school.For these reasons, we have developed a handbook for parents that provides information on challenging behavior and suggestions for reducing it. The suggestions you will read about provide an overview of positive interventions to reduce challenging behavior. The following topics and tip sheets are included in the handbook. The handbook can be viewed through the web or you may download a PDF version of the handbook with tip sheets.
Early Childhood Behavior Project tip sheets have been developed to assist teachers and parents in providing the best possible educational opportunities to children who engage in challenging behavior. All tip sheets will open as a PDF.Since 1992, the Early Childhood Behavior Project has successfully developed and evaluated a training and technical assistance model which addresses challenging behavior. As a result of these efforts, over 25 teams in urban and rural areas in seven states have been equipped to address the needs of young children who either currently engage or have a propensity to engage in challenging behavior.
The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is focused on promoting the social emotional development and school readiness of young children birth to age 5. CSEFEL is a national resource center funded by the Office of Head Start and Child Care Bureau for disseminating research and evidence-based practices to early childhood programs across the country. CSEFEL offers free downloadable resources on supporting and understanding your child’s social emotional development in their Family Resources Section. En Español. Teachers can also find tips and tools for classroom management here!
http://www.challengingbehavior.org/index.htm
Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) takes the research that shows which practices improve the social-emotional outcomes for young children with, or at risk for, delays or disabilities and creates FREE products and resources to help decision-makers, caregivers, and service providers apply these best practices in the work they do every day. Most of these free products are available on the website for you to immediately view, download and use.
http://www.pbis.org/default.aspx
The Center (a) provides the technical assistance to encourage large-scale implementation of PBIS; (b) provides the organizational models, demonstrations, dissemination, and evaluation tools needed to implement PBIS with greater depth and fidelity across an extended array of contexts; and (c) extends the lessons learned from PBIS implementation to the broader agenda of educational reform. En Español
https://www.earlyadolescence.org/node/375
The Center on Early Adolescence supports high-quality research on the development, treatment, and prevention of problems of early adolescence and disseminates evidence-based information and interventions. Our goal is to promote successful development of adolescents by helping families, schools, neighborhoods, and communities provide nurturing environments for young people. Nurturing environments (a) minimize toxic or stressful events in people’s lives, (b) richly reinforce pro-social behavior, (c) promote pro-social values and skills, and (d) foster psychological flexibility. Visit our Parent Section for information that could help you nurture adolescents’ successful development. There is information about the status of youth well-being, the costs of problem behaviors, how we can build families that foster successful development, and what you can do to foster your own children’s successful development.
http://www.aap.org/sections/dbpeds/practice-parents.asp
Some available resources and handouts that are written for families or to assist in discussions of developmental and behavioral issues with parents, care givers, and professionals. Topics include promoting positive behavior, encouraging sleep, toilet training and more.
http://www.teachervision.fen.com/classroom-discipline/resource/5806.html
From behavioral observation to conflict resolution, the printables and articles below will help you manage classroom discipline. Read veteran teacher’s tips and advice on establishing rules and incorporating effective behavior techniques in your classroom. You’ll find advice for handling disruptive behavior and environmental interventions for minimizing its effect on other students. Our forms and charts are excellent tools for documenting and tracking your students’ behavior. They are particularly helpful references for parent-teacher conferences.
http://tash.org/advocacy-issues/restraint-and-seclusion-aprais/
This publication was developed by parents and for parents in response to repeated requests for a practical guide to keeping our school children safe from restraint, seclusion and other aversive practices. While this problem has been most acute among children with disabilities, it is an issue of school safety that has the potential to affect ALL students, directly or indirectly, and one that all parents should know and care about.
Alliance to Prevent Restraint, Aversive Interventions and Seclusion (APRAIS)
Mission:
To seek the elimination of the use of aversive interventions, restraint and seclusion to respond to or control the behavior of children and youth.
To prohibit the incorporation of these practices into the education, habilitation, or other service delivery plans provided to children and youth with disabilities.
To promote nationwide consistency in the protections, monitoring, and reporting that will keep children and youth safe from restraint, seclusion, and aversive interventions, ensuring that children enjoy equal rights and protections across all settings in which they receive education, health services, mental health services, correctional services, residential or foster care, and all other services.
To educate our constituencies, providers, policy makers, and the public at large to understand that restraint is not treatment but represents failure to provide appropriate services and supports, that there is no evidence to justify the use of seclusion and aversive interventions under any circumstances, and that tolerance of restraint, seclusion, and aversive interventions:
To carry out this mission on behalf of all children and youth, with or without disabilities, regardless of diagnostic label or degree of disability, so that no child is left behind.
The mission of the Institute on Violence and Destructive Behavior (IVDB) is to empower schools and social service agencies to address violence and destructive behavior, at the point of school entry and beyond, in order to ensure safety and to facilitate the academic achievement and healthy social development of children and youth.
The University of Oregon’s College of Education, Educational and Community Supports research group has released several reports and other resources developed through their work with local school districts.
