keith.storey.books

I am posting to let you know of the publication of the third edition of the book “Positive Behavior Supports in Classrooms and Schools: Effective and Practical Strategies for Teachers and other Service Providers” which is available at
https://ccthomas.com/details.cfm?P_ISBN13=9780398094065.

This unique book provides teachers and other service providers the knowledge and skills for Positive Behavior Supports in school settings, thereby improving the academic and social skills of their students. It is written in an informational format that teachers and other service providers can immediately put to use. The text is generic across K-12 grade levels and focuses on Positive Behavior Supports in school settings. Each chapter begins with Key Point Questions, followed by two Window to the World Case Studies, information on the Key Point Questions, Discussion Questions, and Suggestions for Classroom and School Activities. Additionally, an overview of Positive Behavior Supports is provided, which includes Measuring Behavior, Functional Assessment and Analysis, Reinforcement, Punishment, Classroom Structure, Preventative Procedures and Interventions, Cooperative Learning and Peer Tutoring, and Family and Agency Involvement. The Self-Management Strategies, Social Skills Instruction, and School-Wide Positive Behavior Supports are vital areas of knowledge. This “How To” book is written for teachers and other direct service providers in a non-technical manner with specific real-world examples.

More information on this book as well as my other books is available at:

Amazon Author Page: www.amazon.com/author/keithstorey

Academia page: https://tu-ca.academia.edu/KeithStorey

Researchgate page: https://www.researchgate.net/profile/Keith_Storey

Google Play: https://play.google.com/store/books/author?id=Keith+Storey

Instagram: keith.storey.books.

Facebook: keith.storey.books.

I have videos on Instruction, Positive Behavior Supports, Transition, and other topics on my youtube channel at https://www.youtube.com/channel/UCTfL7zEI4D3mPJDbpQF5olw

Keith

Keith Storey, Ph.D., BCBA-D
Professor Emeritus
[email protected]
Graduate School of Education
Touro University
Vallejo, California

I am pleased to announce the publication of the new book “Case Studies for Positive Behavior Supports in Classrooms and Schools” which is available at ccthomas.com.

“When students are learning employment skills the emphasis should be on learning existing local jobs rather that on isolated work skills. For example, learning to put a can of food on the shelf in a classroom would be an isolated skill while learning to be a stocker in a grocery store would be learning a real job. By learning a job rather than a task, the student will be more likely to be successful in finding a job as employers are looking for someone who is competent in doing a job rather than a task.” From the book Case Studies in Transition and Employment for Students and Adults with Disabilities.

“It may be that humor is the pilot of reason. People without humor drift unconsciously into absurdity. Humor sees the other side, stands in the mind like a spectator, a good-natured critic, and gives its opinion before judgment is reached. Humor goes with good nature, and good nature is the climate of reason. In anger, reason abdicates and malice extinguishes the torch. Such was the humor of the Lincoln that he could tell even unpleasant truths as charmingIy as most men can tell the things we wish to hear.” From Robert Ingersoll’s lecture on Abraham Lincoln from 1894. Volume Three of the works of Robert Ingersoll

The paradox of humanity is this; that all men are created unique, but the only way this uniqueness can be preserved is by treating all men as if they were created equal. Sydney J. Harris, From his book For The Time Being

“But the fact is that the more you know about something, the less simple it seems. To the ignorant, or the rigidly partisan, there are no hard or complex questions: it is only those who bother to delve more deeply into a subject who are no longer satisfied with simple answers that really answer nothing.” Page 16 of Pieces of Eight book by Sydney J. Harris

People seem to like to apply the terms “physically challenged” and “mentally challenged” to disable people. The phrases implied that the problems a person faced should be used as an opportunity for personal growth rather than occasion for irritation of the general intractability of an inaccessible society.

“Quality-of-life of life is one of the most important driving forces in human services.... What is clear from the literature is that quality-of-life is focused upon lifestyle outcomes for people and although objective measures are important, quality-of-life often must be measured subjectively from an individual perspective, research has often found a poor correlation between objective indicators and subjective measures of life satisfaction therefore, it appears to be necessary to utilize both objective indicators and subjective measures in assessing quality of life, but to interpret results with caution....”. Pages 11-12.

One of the goals of a good functional behavioral assessment is to bring clarity and understanding to otherwise chaotic and confusing situations; in other words, to help understand why a person does a certain behavior or what function of the behavior serves for that person. We seldom reach this goal by focusing only on diagnostic labels or the topography or form of the problem behavior (such as hitting, kicking, and screaming)....Without understanding the function of the behavior, the effectiveness of any particular intervention is likely to be hit or miss. Page 4

What to teach is the initial question that needs to be addressed when making instructional decisions involving adults with disabilities. The general goal of all instruction must be to enhance a persons capacity to function successfully in the community. To that end, instruction should consist of skills that enable a person to function in employment, residential, and community living, and recreational/leisure domains. Thus, any skill taught needs to be referenced to one (or more) of these domains and meet the test of being personally meaningful and valuable to specific individuals. When skills are selected in this manner, their functionality or practical utility is virtually assured. Page15

“Test, Mazzotti, Mustian, Fowler, Kortering, and Kohler (2009) found that the top four predictors of positive post-school outcomes for students with disabilities were inclusion in general education classes, paid employment/work experience, having self-care/independent living skills, and having appropriate student supports (such as occupational guidance or having strong social networks).” Page 4

“The key components of supported employment are paid employment, ongoing support, and integration. Rather than excluding workers with disabilities, support employment options have been developed to give access to work and wages and provide needed support and supervision to allow all persons with disabilities to participate in the economic mainstream of life.” Page 4

In this book I offer my own definition of inclusion as well as some definitions that have been used in the professional literature in this area. I’m wondering how other people define inclusion for students with disabilities? I would enjoy hearing your thoughts. Keith

“Watson and the others had spent too much time on a behavioristic explanation of mental life. The subject matter at issue was behavior.” From B. F. Skinner’s book The Shaping of a Behaviorist.

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