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Creating equitable practices in PBIS : growing a positive school climate for sustainable outcomes /

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MARC

001

620432

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20230522144147.0

008		230502s2023 nyu ad b 000 0 eng d
010		\|a 2022030060
020		\|a9781032278445\|q(hbk.) :\|cNT$4393
020		\|a9781032267227\|q(pbk.)
020		\|a9781003294351\|q(ebk.)
040		\|aTMUE\|beng\|cTMUE\|dTMUE\|eaacr2
042		\|apcc
050	00	\|aLC4705\|b.H63 2023
082	00	\|a371.39/3\|223/eng/20220707
095		\|aTMUE\|b41\|cA0333954\|d371.393\|eH741\|pB\|tDDC\|r3866\|y2023
100	1	\|aHollins-Sims, Nikole Y.
245	10	\|aCreating equitable practices in PBIS : \|bgrowing a positive school climate for sustainable outcomes /\|cNikole Y. Hollins-Sims, Erica J. Kaurudar and Timothy J. Runge.
246	3	\|aCreating equitable practices in positive behavioral interventions and support
260		\|aNew York, NY : \|bRoutledge,\|cc2023.
300		\|aix, 152 p. :\|bill. ; \|c26 cm.
504		\|aIncludes bibliographical references.
520		\|a"This go-to resource guides educators on how to incorporate equitable practices in a PBIS framework. The authors cover core concepts, including School Wide-Positive Behavioral Interventions and Supports (SW-PBIS), and multi-tiered system of supports (MTSS); define equity, and present methods for enhancing implementation practices through an equity mindset. Chapters also include an analysis of team structures and the evaluation of baseline data sources, walking readers through how to incorporate effective practices to support an integrated MTSS framework and produce sustainable outcomes. This book is ideal for educators, behavioral specialists and administrators who wish to promote a positive school climate and purposeful educational relationships"--\|cProvided by publisher.
650	0	\|aLearning disabled children\|xEducation.
650	0	\|aMulti-tiered systems of support (Education)
650	0	\|aBehavior modification.
650	0	\|aSchool improvement programs.
650	0	\|aClassroom management.
650	0	\|aEducational equalization.
700	1	\|aKaurudar, Erica J.
700	1	\|aRunge, Timothy J.

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This go-to resource guides educators on how to incorporate equitable practices in a PBIS framework. The authors cover core concepts including school-wide positive behavioral interventions and supports (SWPBIS) and multi-tiered system of supports (MTSS), define equity, and present methods for enhancing implementation practices through an equity mindset. Chapters also include an analysis of team structures and the evaluation of baseline data sources, walking readers through how to incorporate effective practices to support an integrated MTSS framework and produce sustainable outcomes. This book is ideal for educators, behavioral specialists, and administrators who wish to promote a positive school climate and purposeful educational relationships.

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