Intervention : Overview On The Classroom

The objectives of preventative strategies are to develop an appropriate and successful classroom for all students. The classroom should be a place where students feel comfortable and a place where students are in control of the behaviours and choices they make.

The quality of writing was exemplary because it signifies the importance of intervention teams in education. Educational teams are important because they bring an awareness of deficiencies in the educational realm and they are needed to show what is lacking in the school systems. When intervention teams are implemented they can help enhance and bring clarity to a variety of circumstances and situations that are impacting the schools. They will bring a clearer vision of what is needed and what is not needed to bring change and growth to schools that seems to be lacking

The behavior analyst uses many different approaches when teaching new behaviors. There are three interventions, that are mainly used which are modeling, shaping and chaining. Modeling is a form of imitation of a behavior, in which the individual mimics that behavior of another individual. However, when using shaping it allows the use of differential reinforcers to produce a series of gradual changes in response towards a specific behavior. The use of chaining refers to a specific set of response behaviors to a specific stimuli that produces a new behavior.

Early intervention applies to and is used for children of school age or younger ages 0-6 years old who are exposed to have or be at risk of developing a disability or other special need that may affect their overall development which causes them to be delayed. Early intervention is used to improve the overall development of infants and toddlers with disabilities, help reduce potential developmental delays (Goode, 2011). Early intervention comprises in providing services for children and their families for the purpose of helping in decreasing the effects of the condition they have. Early intervention can be helpful or defensive in nature by repairing existing developmental problems or preventing their occurrence by intervening at an early age. There are many early intervention services that provide home-based early intervention that are being provided to children and their families which are both public government funded or private. The public government funded services help provide parents with low finical income while helping assess their child and family. It is stated that the public government funded services can have a long wait line where children have to wait for more than a year to get early intervention. In some cases the wait is so long that children are already in grade 1 and have already exceeded the early intervention stages and have to be assessed by school support programs. Private early intervention services are programs that also help children

other. The focus of the school based interventions was around changes in diet and increased physical activity which were found to have short term effectiveness in decreasing BMI among students. The studies showed weight loss in students after interventions were delivered, but again found no difference between the effectiveness of interventions at school or at home. However, the research did indicate that the most effective method may be school based interventions which are followed up on and supported at home (Kothandan, 2014). The effectiveness of this combination strategy seemed to be mere hypothesis in the study and was not directly researched. This study does confirm that school based interventions can be effective in addressing childhood obesity.

Identify strengths and areas for development that would assist a teacher design an effective intervention strategy

Adolescents who feel more lonely are more likely they to be depressed, anxious and less likely to take social risks (Moore & Schultz, 1983, p. 99). Similarly, “loneliness and depressive symptoms influenced one another bidirectionally from mid to late adolescence, with the direction from loneliness to depressive symptoms being stronger than the reversed direction” (Vanhalst, Klimstra, Luyckx, Scholte, Engels, & Goossens, 2012, p. 782). Thus, our intervention aims to reduce these feelings among middle school students. In turn, this goal is worthy from a sociatel perspective, as reducing feelings of loneliness will have a positive effect on the teenagers' school performance, their overall productivity as well as their reported life satisfaction (Trzesniewski, Donnellan, Moffitt, Robins, Poulton

The focus of school-based intervention programs varies depending on children’s developmental stage. In early childhood, the emphasis of social-emotional learning (SEL) programs is typically on children’s development of skills to interact with peers, to manage emotions, and to participate in school environments (i.e., the ability to follow directions, to play successfully with others, and to pay attention) (Denham & Brown, 2010). For children in middle childhood, SEL programs place more weight on teaching children the skills to navigate complex peer relationships and to know when and how to share and show emotions (Denham & Brown, 2010). Finally, for adolescents, the focus of SEL programs is on further promoting interpersonal skills, while placing

This letter is in regards to Aman Lakhanpal. In January 2018, Aman began working in the Behavioral Intervention Class for the Emotionally Disturbed. The students that we work with on a daily basis are very fragile and come from all walks of life. Aman has been assigned to a young woman who is deaf and for whom the only way of communication is through sign language. Aman did not know any sign language when she was assigned to the student. Aman is very motivated and took it upon herself to learn the language. She used each day to research and learn the alphabet and signs in sign language so that she could communicate with her student. Her willingness to learn sign language to help the student and choosing to stay in the emotionally disturbed

In this paper, we will be discussing a case study in which a block three teacher candidate was assigned a striving reading student to work with for interventions. We will begin by introducing the student by discussing both her personal background as well as her educational background and the block three-teacher candidate’s observations of this student as she both worked with and got to know her. We will then discuss what assessments were administered as well the results of a pre and post intervention running records. Next, why the assessments were chosen and how the results of those assessments directed the lessons, which were taught to this student and what the lessons involved will be discussed. Finally, we will review a final evaluation of the case study as well as look at steps that could be taken by both the child’s teacher and parents to help her further succeed.

Studies on school-based interventions have identified programs as being effective when they are implemented by teachers, mental health professionals, and trained interventionists, however, there is little agreement on which leaders implement programs most effectively. One literature review revealed that of 49 school-based mental health interventions, teachers were involved in implementation 40.8% of the time and were the sole providers of the intervention 18.4% of the time. The majority of the more intensive, targeted interventions were provided health professionals (Franklin, Kim, Ryan, Kelly, & Montgomery, 2012).

Interventions are a necessary asset intended for achieving success within any classroom. An educator who is attempting to encourage and motivate their students to the highest extent should utilize a plethora of interventions. Similarly, the intervention process is an important, albeit indispensable resource while addressing the needs of students with learning disabilities. Throughout my course and classroom experiences I have studied, identified, and observed a multitude of effective intervention strategies. Various texts, professors, and education professionals have helped to enlighten me in regards to the necessity of flexible and consistent interventions. In analyzing my prior experiences, I anticipate applying three particularly effective intervention strategies when assisting students with a learning disability. Students with learning disabilities can significantly benefit from instruction which is scaffolded, suitable manipulatives, as well as rigorous self-monitoring. Consequently, it is my objective to adequately utilize these encompassing and powerful interventions within my future classroom.

Colarusso et al., 2013 describes certain activities that the classroom teachers should do to implement intervention at all levels. General classroom teachers should provide each student high quality instruction in Tier one intervention. They should use the curriculum standards to plan and carry out lessons. Activities should include the students and promote learning. Teachers should keep data and analyze it regularly to identify struggle if and when it occurs to decide if Tier two is needed (Colarusso et al., 2013) Colarusso et al., 2013 described the teachers role in Tier two intervention as very important in order for the intervention to be successful. Intervention protocol must be followed and progress monitoring maintained to show progress

A current topic in education is response to intervention, or RTI. RTI is the practice of providing quality instruction and intervention and using student learning in response to that instruction to make instructional and important educational decisions (Batsche et al., 2005). RTI is a process used by educators to help students who are struggling with academics or behaviors within the classroom. Every teacher will use interventions, or differentiated instruction, with any student to help them succeed in the classroom—it's not just for children with disabilities. RTI is generally defined as a three step model of school supports that uses research-based academic and/or behavioral interventions.

The results of the intervention can be seen in Figure 1 where the criterion for both behaviours was zero minutes during the intervention phase.