Additional information
by Laura A. Riffel (Author)
"Dr. Riffel′s materials are so practical that even new teachers can conduct a functional behavior assessment and implement a meaningful plan with ease."
--Michelle Doty, Assistant Professor
Lewis-Clark State College, ID
"This book provides teachers with a road map to success."
--Karen Barineau, Autism Specialist
DeKalb County Schools, Stone Mountain, GA
Help students move from the "red zone" to the success zone!
How would you respond to a student who frequently has emotional meltdowns, hits other students, or uses unacceptable language? These and other extremely challenging behaviors are identified as tertiary level or "red zone" by the Positive Behavioral Interventions and Supports (PBIS) model. Laura A. Riffel describes in teacher-friendly terms how to use this model to create an intervention plan to modify disruptive behavior. Research-based and easy-to-use methods for general and special educators, administrators, and counselors include:
- A data-driven approach to solving problems
- Techniques and strategies for collecting and analyzing data
- Methods for teaching replacement behavior
- Examples that show how to modify consequences
Positive Behavior Support at the Tertiary Level helps teachers develop a better understanding of their impact on students′ behavior and empowers them to make positive changes. Included are success stories, analysis forms, charts, and templates that show teachers how to "mine the data for gold," create crisis plans, and steer students toward positive behaviors.
Author Biography
Laura A. Riffel is currently the director of Behavior Doctor Seminars, a company dedicated to helping teachers have all the tools they need to ameliorate behavioral issues in the classroom. She has trained hundreds of thousands of teachers, bus drivers, administrators, parents, paraprofessionals, counselors, psychologists, and social workers in the United States, Iceland, Australia, New Zealand, and Canada. She taught for over 30 years and ran a statewide program for children with behaviors that were impeding learning in the classrooms and a day program for children with severe behaviors.
