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
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.
'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
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