Universal Screening Summary

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.

This article offers strategies for teachers to use to help their most challenging students with behavioral issues. One of the authors is a child psychiatrist who works with at-risk children and the other is a behavior analyst and special educator. Their approach is based on the premise that educators can only control certain elements in the classroom and their own behavior when it comes to students with challenging behavior. The created the acronym FAIR:”F is for understanding the function of the behavior, A is for accommodations, I is for interaction strategies, and R is for responses” (2). The function of behavior can include escaping from something, obtaining a tangible thing, engaging in sensory activities, and getting attention. These functions are the benefits the student gets from the behavior. The escape motivated behavior happens when a student tries to avoid a “task, demand, situation, or person” (3). The tangible behavior occurs when the student wants to get objects like money or feed or something else they want. Sensory behavior happens when a student tries to get the attention of an adult or classmate. This can occur when the student is “bellergent, screaming, or continually interrupting the teacher” (3). Negative attention can reinforce attention-seeking behavior because it is better than nothing and the student may prefer it because it is more predictable than positive attention. Taking ABC

Every year approximately seven percent of Marines issued overseas orders are ultimately declared ineligible for their assignment through Overseas Suitability Screening (OSS).1 This seven percent often becomes an issue for Manpower Management (MM) to replace because overseas screening can take upwards of two months, particularly when families are involved. The ineligibility is not typically finalized until very late in the slating process, too far into the move cycle for another Marine to complete overseas screening in the same cycle. This scenario often ends without a replacement for the original Marine and results in a gapped billet at the overseas command. These gapped billets degrade the capabilities of our forward deployed commands and put unnecessary stress on the Marines in those commands. A few simple changes would significantly reduce the frequency of this happening every year. The start of overseas screening should be moved as early as possible within the slating process and a time limit should be created for the process to be completed. Furthermore, the Marine Corps should increase the

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

The childhood challenges (up to the age of 8) and the possibility of early intervention:

Response to intervention (RTI) is an assessment procedure that consists of a multi-step approach to progressively intensive intervention and monitoring within general education for purposes of improving achievement outcomes and accurately recognizing students with learning disabilities. Components of the RTI process include universal screening, multi-tiered levels of support, evidence-based intervention, and using students' responsiveness to evaluate the status of their progress (Jenkins, Schiller, Blackorby, Thayer, & Tilly, 2013). Universal screening measures for students are not likely to result in definite identification for special education. Before students are placed they must be correctly identified with a precise assessment

How does the role of the Response to Intervention process (RTI), and the Positive Behavior Interventions and Support (PBIS) structure influence the pre-referral process for special education? In today’s time it is of common practice to use the RTI method for academic issues. Likewise, the PBIS framework is used for issues dealing with unfavorable characteristics in student behavior. Each method is widely known and looked on as a favorable approach. Both RTI and PBIS are very important in addressing students during the pre-referral process, and each plays a very significant role. In the following essay the aforementioned question of their role and influence will be explored and answered.

(b) The data for this study came from a sample of 6,988 children enrolled at 21 elementary schools that participated in a randomized trial of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). This trial specifically included data on instances of

There are many strategies to address behavior deficits in the classroom, and each behavior requires specific and individualized attention. The two case studies (Grand Canyon University, 2016) detailing the behavior issues of Doug and Ellie are prime examples of situations in which behavior intervention is necessary. This paper will discuss the particular behaviors involved and outline explicit plans for increasing positive behavior exhibited from each child.

According to the ESU10 RTI website, RTI is an educational service delivery system designed to provide effective instruction for all students using a comprehensive and preventive problem solving approach. RTI is a three tiered method of instructional delivery to meet the needs of most students. The three tiers consist of the core, targeted, and intensive. The tiers represent instructional supports. Tier one is the utilization of a researched based core instruction program. The district should implement a universal screener to check for students learning. The goal is for districts to achieve at least eighty percent of students meeting benchmark. If the student does not meet benchmark, then the data is analyzed by

In this webinar the presenters focus on ELLs and RTI. The first key word is the evidence based assessment and curriculum. The focus of RTI is preventions and maximizing student’s achievement and students are growing academically. The goals are for all students to meet their highest potential and use general education. Sheltered instruction is part of the core curriculum. The core curriculum is meeting at least 80% on each sub group.

Raver and Knitize state (as cited by Bayat, Mindes, & Covitt, 2010) that “some estimates suggest 10% of preschoolers exhibit noticeable problem behaviors, with 4-6% of this population exhibiting serious behavior difficulties. Preschool children are expelled at a rate that three times more than students in grades K-12 (Bayat et al., 2010). Gilliam reported (as cited in Bayat et al., 2010) that the lowest rate of expulsion was associated with when there are behavioral interventions in the classroom. Progress monitoring and interventions are not only for academic struggles. It can be used to help with behavior issues and struggles in the early childhood classroom. Intervention teams have intervention opinions to use such as Positive Behavioral Interventions and Supports (PBIS) and function-based interventions.

This paper explores five published peer reviewed articles that report on the use of Response to Intervention (RTI) in the classroom, with supporting results from research conducted in kindergarten classrooms. This paper works to answer the following questions: First, is an RTI approach applicable in the classroom, and thus, should it be implemented across the US? Second, how does it work to include children with developmental disabilities? This paper examines work conducted by Lembke, Garman, Deno & Stecker (2010), Hamm & Harper (2014), Greenwood, Carta, Atwater, Goldstein, Kaminski, and McConnell, PhD (2012), Davis-Bianco (2010), and McLeskey, Waldron, and Redd (2012), that all work to reinforce RTI as a positive approach to education

Understanding Positive Behavioral Interventions and Supports (PBIS) and managing student behavior is an imperative part of all educator responsibility. Starting in the 1980s (Simonsen, 2012), it was obvious that better, more efficient ways of connecting with students with behavioral challenges was needed. A form of intervention that went beyond the standard, or traditional means of being sent out of class, a phone call home which may have led to punishments that escalated the behaviors instead of working through them, or even being put on suspension which most likely heighten the stress and allowed for little to no resolution of the behavioral challenges the student(s) was going through. PBIS is not just for the special needs children of today; the original need was identified to help the special needs population and has since found its importance throughout most school systems as a general practice (Simonsen, 2012).

A 6-week inservice program focusing on the principles of operant conditioning and positive reinforcement was implemented. The study was designed to evaluate the use of behavior management strategies in the classroom, and positive results were found in the decrease in restraints and crisis incidents. Crisis incidents were defined as a child being required to leave the classroom because of unacceptable behavior, e.g., persistent noncompliance. As the revised treatment module began to work, community special education programs began to send students for short term diagnostic placements, and a plan is in development for "transition classrooms" intended for children who no longer need intensive treatment but are not yet ready to return to the community. Applied behavior analysis provides teachers with methods for encouraging positive behaviors and coping with undesirable ones.