Supporting Students with Emotional and Behavioral Problems: Prevention and Intervention Strategies

Centennial School of Lehigh University's Director, Michael George, co-authored a book, Supporting Students with Emotional and Behavioral Problems: Prevention and Intervention Strategies. The book is available for purchase on Amazon. Below is a summary of the text. 

Respect Begets Respect

The environment at the Centennial School when Michael George took charge of it in 1998 was violent.
Teachers at the school for students with autism and behavioral challenges had to forcibly restrain students more than 1,000 times during the previous year. As many as 25 staff members were being sent to hospital emergency rooms with injuries every year.

Centennial School featured in Teaching Tolerance Magazine

Centennial School of Lehigh University is featured in the article, Cruel and Unsual, in the Teaching Tolerance Magazine. You can view the article here

Establishing and Sustaining Research-Based Practices at Centennial School: A Descriptive Case Study of Systemic Change

There was increased attention given to widely perceived gap between research and practice in school psychology and education.  The purpose of this article is to describe how Centennial School of Lehigh University, an alternative day school for students with emotional and behavioral disorders, was able to successfully implement and sustain research-based practices.

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Establishing and Promoting Disciplinary Practices at the Building Level that Ensure Safe, Effective, and Nurturing School Environments

We came together at this forum to explore ways to ensure safer, more effective schools for all students.  I would like to describe a school-wide innovation that resulted in the eventual elimination of seclusion time-out and physical restraint in a day school for children with emotional disturbances.  

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Implementing School-Wide Behavior Change: Lessons from the Field

In this article, we examine two schools that successfully adopted school-wide positive behavior interventions and highlight some of the common features that contributed to their success.  As part of our analysis, we draw upon the theoretical literature on organizational change to disucss factors that supported these successful school-wide reform efforts, including the contributions of administrators, teachers, and school psychologists.