Table of Contents

List of tables and figures

Contributors

Preface

Part A: The Positive Behaviour Support framework and middle-years learners

1. Positive Behaviour Support: An overview of the three-tiered framework

2. Middle-years learners: Supporting the development of lifelong learners

3. Brain development in adolescence

4. The authentic inclusion of child and adolescent voices in educational provision

5. Evidence-based PBS practices: Encouraging engagement and establishing clear behavioural expectations

6. Coping with transition: Supporting the change from primary to secondary school

Part B: Tier 1-Universal interventions: Key elements of PBS and classroom practice

7. Tier 1: Universal interventions that support PBS and classroom practice

8. Developing and supporting teacher resilience: A foundation of PBS

9. Building relationships: Strategies to increase collaboration, cooperation and participation

10. Accessing language in the classroom: Critical considerations for implementing positive behaviour strategies in the classroom

11. Promoting school connectedness, promoting a sense of belonging

12. Self-regulation: Supporting social and emotional wellbeing and academic learning

13. PBS in practice: A teacher's perspective

Part C: Tiers 2 and 3-Targeted group interventions and intensive individual interventions

14. Tiers 2 and 3: Strategies to support more challenging behaviours in middle-years learners

15. Promoting good mental health and supporting social and emotional wellbeing: Managing stress and anxiety, and supporting autonomy and resilience in middle-years learners

16. What to do about bullying in middle-years learners

Part D: Catering for diversity as part of a PBS approach

17. A Tier 3 approach to complex childhood trauma

18. Inclusion in the middle years: Supporting ethnic and cultural diversity

19. Students on the autism spectrum: Influences on the middle-years learner

20. ICT in adolescence: Using technology to re-engage vulnerable students

Acknowledgements

Index

About the Author

DR BETH SAGGERS is senior lecturer in the Faculty of Education at Queensland University of Technology. She has almost thirty years of teaching experience with students on the autism spectrum and is an active research participant in the Cooperative Research Centre for Living with Autism. She has worked with students in all phases of schooling, across a diverse range of educational settings, and has extensive experience in working with students with challenging behaviours.

Reviews

'The authors of this book share their knowledge, expertise and enthusiasm to provide teachers and pre-service teachers with practical insights into managing diverse classroom environments that are inclusive of students' learning needs.'

Karen Peel, Lecturer, School of Teacher Education and Early Childhood, The University of Southern Queensland