Dr Fiona Bryer is a 40-year member of the Australian Psychological Society and a fellow of its College of Educational and Developmental Psychologists. Her university career in teacher training progressed from developmental studies, to practical applications for student behaviour, and lastly to dedicated coursework on behavioural support for the regular classroom. She maintained an early and continuing interest in cross-cultural psychology. Further, the reform of teacher practice with regard to student behaviour became a focus of her scholarly activities up until her retirement in 2013. She has co-authored several journal articles with colleagues, research students, and school practitioners on best practice, school-wide positive behavioural support, intensive behavioural intervention, and co-teaching. In addition, she has contributed chapters on learning, behaviour, and classroom management to Australasian editions of educational psychology textbooks. Lastly, she has participated in action research projects on recommended practice for special educators with Wendi Beamish, who has been a colleague and friend for many years.Dr Wendi Beamish is a senior lecturer in special needs education at Griffith University, Queensland and Program Director of the Master of Special Needs and Intervention Education. A 30-year career in special education and early childhood intervention preceded her transition into the tertiary sector. Her active and continuing research interests are focused on teacher practice in the areas of educational transitions, autism, positive behavioural support, social-emotional competence, inclusive practice, and early intervention.

• Part I Introduction.- 1 Western Perspectives on Teaching, Learning, and Behaviour.- Part II USA.- 2 Emergence of Behavioural Support in the USA.- 3 Scaling up Behavioural Suppot in the USA.- Part III Australia.- 4 Behavioural Support in Australia.- 5 Behavioural Support in an Australian Government Sector.- 6 Behavioural Support in an Australian Nongovernment Service.- Part IV Asian COuntries.- 7 Behavioural Support in Singapore.- 8 Behavioural Suppport in the Republic of Korea.- 9 Behavioural Support in Mainland China.- 10 Behavioural Support in Hong Kong.- 11 Behavioural Support in Japan.- Conclusion.- Part V Conclusion.- 12 Issues and Insights for the Asia-Pacific Region.

Dr Fiona Bryer is a 40-year member of the Australian Psychological Society and a fellow of its College of Educational and Developmental Psychologists. Her university career in teacher training progressed from developmental studies, to practical applications for student behaviour, and lastly to dedicated coursework on behavioural support for the regular classroom. She maintained an early and continuing interest in cross-cultural psychology. Further, the reform of teacher practice with regard to student behaviour became a focus of her scholarly activities up until her retirement in 2013. She has co-authored several journal articles with colleagues, research students, and school practitioners on best practice, school-wide positive behavioural support, intensive behavioural intervention, and co-teaching. In addition, she has contributed chapters on learning, behaviour, and classroom management to Australasian editions of educational psychology textbooks. Lastly, she has participated in action research projects on recommended practice for special educators with Wendi Beamish, who has been a colleague and friend for many years.Dr Wendi Beamish is a senior lecturer in special needs education at Griffith University, Queensland and Program Director of the Master of Special Needs and Intervention Education. A 30-year career in special education and early childhood intervention preceded her transition into the tertiary sector. Her active and continuing research interests are focused on teacher practice in the areas of educational transitions, autism, positive behavioural support, social-emotional competence, inclusive practice, and early intervention.

• Part I Introduction.- 1 Western Perspectives on Teaching, Learning, and Behaviour.- Part II USA.- 2 Emergence of Behavioural Support in the USA.- 3 Scaling up Behavioural Suppot in the USA.- Part III Australia.- 4 Behavioural Support in Australia.- 5 Behavioural Support in an Australian Government Sector.- 6 Behavioural Support in an Australian Nongovernment Service.- Part IV Asian COuntries.- 7 Behavioural Support in Singapore.- 8 Behavioural Suppport in the Republic of Korea.- 9 Behavioural Support in Mainland China.- 10 Behavioural Support in Hong Kong.- 11 Behavioural Support in Japan.- Conclusion.- Part V Conclusion.- 12 Issues and Insights for the Asia-Pacific Region.

Dr Fiona Bryer is a 40-year member of the Australian Psychological Society and a fellow of its College of Educational and Developmental Psychologists. Her university career in teacher training progressed from developmental studies, to practical applications for student behaviour, and lastly to dedicated coursework on behavioural support for the regular classroom. She maintained an early and continuing interest in cross-cultural psychology. Further, the reform of teacher practice with regard to student behaviour became a focus of her scholarly activities up until her retirement in 2013. She has co-authored several journal articles with colleagues, research students, and school practitioners on best practice, school-wide positive behavioural support, intensive behavioural intervention, and co-teaching. In addition, she has contributed chapters on learning, behaviour, and classroom management to Australasian editions of educational psychology textbooks. Lastly, she has participated in action research projects on recommended practice for special educators with Wendi Beamish, who has been a colleague and friend for many years.Dr Wendi Beamish is a senior lecturer in special needs education at Griffith University, Queensland and Program Director of the Master of Special Needs and Intervention Education. A 30-year career in special education and early childhood intervention preceded her transition into the tertiary sector. Her active and continuing research interests are focused on teacher practice in the areas of educational transitions, autism, positive behavioural support, social-emotional competence, inclusive practice, and early intervention.

• Part I Introduction.- 1 Western Perspectives on Teaching, Learning, and Behaviour.- Part II USA.- 2 Emergence of Behavioural Support in the USA.- 3 Scaling up Behavioural Suppot in the USA.- Part III Australia.- 4 Behavioural Support in Australia.- 5 Behavioural Support in an Australian Government Sector.- 6 Behavioural Support in an Australian Nongovernment Service.- Part IV Asian COuntries.- 7 Behavioural Support in Singapore.- 8 Behavioural Suppport in the Republic of Korea.- 9 Behavioural Support in Mainland China.- 10 Behavioural Support in Hong Kong.- 11 Behavioural Support in Japan.- Conclusion.- Part V Conclusion.- 12 Issues and Insights for the Asia-Pacific Region.