Antecedent Intervention Strategies Analysis

Operant conditioning is the effects punishment and reinforcement have on behavior; “the law of effect, which states that behaviors associated with good consequences (satisfiers) are more likely to occur again in the future, whereas behaviors associated with bad consequences (annoyers) are less likely to occur again” (Durwin 162). This is a necessary component used by many psychologists and educators to provide the best positive outcome in a child’s behavior. When analyzing the “Billy Scenario,” it is obvious that the teacher, Ms. Allen, tried different techniques of punishment to decrease the students’ misbehavior, but was unsuccessful; leading to an increase in the frequency of response or more disruptive behavior.

In this case study, Miguel clearly shows difficulties in reading. The difficulties stated include: recognizing alphabet letters (alphabetic awareness), matching sounds to letters (letter-sound correspondence), telling sounds apart (sounding out), starting/ending sounds (sounding out), and remembering words quickly (sight word reading) (Meet Miguel, n.d.). In order to address these difficulties, the authors would approach this problem in a two pronged manner: 1) immediate bridge methods for learning, and 2) RTI approach.

Response to Intervention (RTI) is an in school service program designed to guarantee that all students are getting a high quality education. Before students are referred for special education services, it is essential that they receive effective teaching designed to meet their own learning requirements. All students in public schools are required to be included in the RTI program.

Intervention Central is a free online resource for teachers and school districts to use for the implementation of intervention in or outside of the classroom while following the Common Core State Standards. Jim Wright, a psychologist and school administrator out of New York, created Intervention Central in hopes that the website would help offer high quality RTI in even the lowest budgeted schools. The website offers a wide variety of tools for teachers to use for academic and behavioral interventions as well as assessments and informative articles. Intervention Central also offers training videos and webinars on many different topics. The site breaks the intervention process activities down by subject and subject areas.

Brief Description: Due to the chicken and egg dilemma surrounding co-occurring disorders, for years researchers have faced the challenge of what to treat first, in other words identifying the main issue. Now after twenty years and being given the title of an evidence-based practice, researchers have come up with a holistic approach in treating co-occurring disorders. Researches coined this evidence-based practice as integrated treatment, which is basically a marriage between health and mental health services/treatment/interventions.

The most recent data collected by the Centers for Disease Control and Prevention (CDC) shows that 1 in 68 children are diagnosed with Autism Spectrum Disorder (ASD) (CDC, 2014). Children diagnosed with ASD often have difficulty with functional performance in several key areas including; social participation, communication, school based activities, motor performance and play. These impairments in functional performance are not exclusive to the child alone as the caregiver often assumes a great deal of burden in managing the symptoms of a child with ASD. Furthermore, these difficulties along with the rising diagnosis rate has pushed ASD to the forefront of clinical research and has raised issues regarding which Ayres

Response to intervention is a researched based intervention process that involves the instruction to be based off data collected in order to increase a students rate of learning. RTI is school wide and includes a multi-level system for instruction to prevent the students from failing. After intervention are put in place students are monitored for progress. Interventions can be Tier 1 (differentiated instruction in the classroom), Tier 2 (may be in the general education classroom, but may be other places), or Tier 3 ( out side of the general education classroom).

Intervention/Response: CM received a called from Corporal Williams on Prichard Police Department stating she needs to meet with consumer. CM informed Corporal Williams she will give her a call once she makes it to consumer home. CM traveled to consumer home for the purpose of monitoring and assessing needs. CM was accompanied with CM Shamaiya Williams. CM arrived at consumer home and knocked on the front door. Consumer answered door and met with CM on the front porch. CM contacted Corporal Williams and informed her she was at Consumer home. While waiting for Corporal Williams to arrive CM and consumer discussed consumer medications regimen. Consumer has been taking her morning medications. CM educated consumer on the importance of her taking

The term integrated interventions refers to specific types of treatment strategies, or specific therapeutic techniques that address interventions of two disorders which is usually combined into one interaction, or single session, and sometimes into multiple sessions. First it must start off with an integrated screening by a substance abuse counselor, and if a co-occurring disorder is identified by a mental health counselor. This would offer the client the proper assessment and process for the best level of care needed. There is also the dual recovery, mutual aid self-help groups and meetings. This is usually an independent, twelve step, and self-help type organization. Helping those with a combined alcohol dependence and an emotional or psychiatric

EBIs to reduce disruptive behavior and increase academic achievement can include trainings and implementation support at the school, class-wide, and individual student-level, and are often either academic or behavioral in nature. Overall, implementation of both universal (i.e. class-wide) and targeted (i.e. student-level) interventions have demonstrated positive impacts on decreasing disruptive behaviors and increasing student academic achievement (Flower, McKenna, Bunuan, Muething, & Vega, 2014; Vannest, Davis, Davis, Mason, & Burke, 2010).Ross, Romer, and Horner (2012) also found that teachers in schools implementing Positive Behavioral Interventions and Supports with high fidelity

Response to Intervention (RTI) is a multi-tiered approach to identify and accommodate students with behavioral and learning needs; however, are these approaches providing the best opportunities for success for our students. In this peer reviewed article entitled “Effectiveness of a 10-Week Teir-1 Response to Intervention in Improving Fine Motor and Visual-Motor skills in General Education Kindergarten Students” explores the effects of an RTI developed in collaboration with classroom teachers to enhance fine motor in visual-motor skills of general education kindergarten students. (Ohl, M., Graze, H., Weber, K., Kenny, S., Salvatore, C., & Wagreich, S., 2013) The author’s research is comprised of 113 elementary students of six different elementary schools who were randomly selected into various control

Understanding cognitive development will better prepare the teacher when it comes to dealing with children and how to handle situations. The way children learn and mentally grow plays a central role in their learning process and abilities. When the teacher knows about the development of

The author states that the best way to set up an intervention plan for our clients is “to start with the client. Ask the client about what it is that he or she wants to work on” (Ward & Mama, 2006, 131). The author suggests that we may see the obvious things that the client wont and that we should see if it would be an interest for them to work on it as well. (Ward & Mama, 2006, 131) But that we should wait until the end of our meeting after the client has told us what they want to work on. After we have done out intervention plan the author explains that we need to take our plan to our supervisors and explain the client and the presenting issues and goals to them so that they have sense

Interventions may include behavioral and cognitive strategies. “Behavioral interventions are means making certain that rewarding consequence follows desirable behavior and that either no consequence or punishing consequences follow undesirable behavior” (Kauffman 2005). Other intervention may include token reinforcement, response cost, and time out. Giving students choices in assignment can also be helpful.

For students in a self-contained classroom, cueing and behavior modification are frequently used components of behaviorism. Cueing is using a method other than a verbal reminder as a way to encourage appropriate behavior, or discourage inappropriate behavior (Standridge, 2002). Behavior modification, as outlined in Foundations of Workforce Education, is used “to elicit better classroom performance from reluctant students” (Brewer, Campbell, & Petty, 2000, p.17). Behavior modification involves several components, such as determining what is desired, creating specifics within the environment, identifying appropriate rewards, reinforcing behavior patterns,