Tier 1 Classroom Intervention

One of his notable contributions to psychological research was the Woodlawn study which was where the discovery of longitudinal study. Biglan concluded that The Good Behavior Game saves lives because it cultivates positive life choices and has been shown to decrease substance abuse which usually leads to early death. Education researchers Horner and Sugai created the Positive Behavioral Intervention and Support (PBIS) system that uses prevention science to foster positive and nurturing school environments by studying the main consequences of problem behavior. Multiple randomized trials have shown that PBIS is effective in reducing harassment and bullying in schools. Unfortunately it is, more often than not, a challenge for change to occur and many schools are resistant to implementing PBIS into their schools. The chapter goes on to talk about evidence-based and discovery teaching, noting consilience in reference to achieving effective reform in schools.

There are many strategies when dealing with student behavior. However, they’re usually limited to the classroom setting and offices. When it comes to school wide management, Positive Behavior Interventions and Support or PBIS

It is exceedingly important for schools to ensure a balanced and stable environment that provides safety, well-being, and acceptance to all students. In order to do this, as well as generate a positive communal learning atmosphere that empowers the entire student body of the school and the individual classroom, there needs to be a school-wide positive behavioral intervention and support (PBIS) system implemented. The defined explanation of PBIS is “a framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve academically and behaviorally important outcomes for all student” (Sugai and Simonsen, 2012). The goal of a PBIS application to a school’s community is to develop appropriate standards

Tier II: Everyone at the meeting signs and agrees with Tier II intervention. Teacher does progress monitoring. Teacher will use a program to help the student more effectively, it will be more formal.

The author, a professor of special education, is an expert in the areas of behavior disorders, the assessment and treatment of behavioral disorders and interventions for behavioral disorders. This article provides an objective and useful discussion regarding the relationship between Behavior Intervention Plans and the issues that must be address by school staff when developing and monitoring them. The author also provides readers with specific areas which must be address when developing Behavior Intervention Plans. The information provided may be useful for teachers and school staff.

My classroom management philosophy is rooted in B.F. Skinner’s Behavior Modification theory. I believe that negative and positive reinforcements are a key aspect in classroom management. Providing reinforcement increases the probability that a desired behavior will occur, while undesired behaviors will stop because they are not being reinforced (Manning and Bucher 47). Students who are demonstrating unacceptable behaviors may even begin to change their behavior in hopes of gaining approval through reinforcement (Manning and Bucher 47). In particular, I advocate for this theory because it also serves as another way to continuously reiterate classroom expectations. Through daily dialogue in the classroom, students will be able to understand which behaviors are supported, acceptable, and encouraged and which behaviors are ignored, unacceptable, and discouraged. Continuously putting this into practice will foster a supportive classroom climate with clear expectations. Throughout my field experiences in Horry County, I have seen this strategy used with success. I believe that once I have established relationships with my students this will be the most effective course of action for modifying their misbehaviors.

The goal of this program is to 1. Change a student’s behavior, 2. Change the behavior of the teacher, 3. Or a combinations of both. The behavior modification approaches are directed toward helping a teacher manage the behaviors in the children in the classroom.

Among the most widely disseminated procedures derived directly from the principles of applied behavior analysis have been those applied to the analysis and treatment of common childhood problems (e.g., Arndorfer, Allen, & Aljazireh, 1999; Schroeder & Gordon, 1991; Watson & Gresham, 1998). Applied behavior analysts have developed a countless effective interventions for common childhood problems and have repeatedly demonstrated that, even in loosely controlled applied environments, behavior often responds rather quickly to properly managed contingencies. Yet, despite these successes, some have maintained that simply providing repeated demonstrations of the effectiveness of behavioral technology eventually will yield diminishing returns to the field (Kunkel, 1987). The success of an intervention is dependent not only upon its effectiveness but also upon its precise delivery by a clinician and the consistency with which parents and staff implement that treatment with all of its essential

Throughout the years education has taken many different directions, each direction presenting new positive and negative outcomes. One of the newest directions the school system has taken is the inclusion movement. As a result of the inclusion movement some other changes within the classroom have been made. This includes behavior management programs. This has led to the development of Positive Behavioral Support.

Some students require additional interventions or supports to ensure success in and out of the classroom. Tier 2 supports are provided to a small percentage of our students. This group of students may be support by small group work with our counselor. Another possible intervention that may be used at Tier 2 is Check In Check Out (CICO). A smaller amount of students requires Tier 3 supports. These supports are supported by the Grant Wood AEA and involve an extensive evaluation. Tier 2 and Tier 3 interventions are always don with parent

The author believes that there are gaps in understanding to the RTI Tier 1 interventions with effective teaching. In addition, they belive there should be more research on positive behavioral support strategies. The authors belive there is not enough research on PBS. However, the authors believe PBS might be effective but they are concern with who can implement the

Behavior therapy involves reinforcing desired behaviors through rewards and praise and decreasing problem behaviors by setting limits and consequences.(Chris A. Zeigler Dendy, 2006) For example, one intervention might be that a teacher rewards a child who has ADHD for taking small steps toward raising a hand before talking in class, even if the child still blurts out a comment.(Chris A. Zeigler Dendy, 2006) The theory is that rewarding the struggle toward change encourages new behavior. This may also involve creating a routine for the child, making goals for the child to achieve. This may help with some children but not all. In dealing with this kind of therapy, the child may not be getting the kind of help needed to control themselves at school or in other public situations. However therapy has been proven to work best if it is accompanied by a pharmaceutical treatment and they work

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

Positive behavioral support is a widespread research based hands on approach to behavioral support that aims to generate ample change for students with challenging behavior. “It involves identifying the purpose of the challenging behavior, teaching appropriate alternative responses that serve the same purpose as the challenging behavior, consistently rewarding positive behaviors and minimizing the rewards for challenging behavior, and minimizing the physiological, environmental, and curricular elements that trigger challenging behavior Ruef, Higgins, Glaeser, & Patnode, 2009). Proven PBS strategies include modifying the classroom environment, increasing predictability and scheduling, increasing choice making, acclimating the syllabus and acknowledgment of positive behaviors.

At the end of the first training session, teachers would know what the school-wide expected behaviors and the incentives for the desired behaviors. The teachers would also know the Intensity I behaviors and the corrective actions for and consequences of those behaviors. The staff would receive training in how to administer those corrective actions properly. In a large group setting, the teachers would receive handouts and a classroom poster of the behavioral matrix. The administrator would then show a PowerPoint presentation on the Intensity I behaviors, briefly explaining each. Then the administrator would speak about possible corrective actions, making it clear that the teacher action can vary from student to student; the action is chosen by the teacher to achieve the desired result from that child as quickly as possible. This portion of the profession development would last thirty minutes. The staff would then break into small groups to role play responding to the Intensity I behaviors. For this activity, each group would have slips of paper with an Intensity I behaviors on them. Each teacher would pick a behavior at random to act out, while another teacher in the same group would have to respond to that behavior. The teachers could then provide feedback to each other. This portion of the professional development would also take thirty minutes. Then the