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Behavior Education Program and Response to Intervention (Data (Event…
Behavior Education Program and Response to Intervention
Central to both is:
Defining behavioral expectation
Teaching expectations and rule to students
Building data collection to monitor behavior changes
Formalizing consequences
Three tiered Positive Behavior Support Construct
Level 1: Primary Prevention
Involves All Students
Three to five rules positively states
Students taught expectations
Reinforcement for following rules is provided
Minor consequences are identified for rule infractions
Data collected to determine if plan is working
Level 2: Secondary Prevention
15% of Students considered @ risk
Students may have poor peer relationships, low academic achievement, chaotic home envronments
Connection to Ladson-Billings
Level 3: Tertiary Prevention
5% of students who do respond to the first two levels
Functional Behavior Assessment
(1) Request for Assistance Form
Daily Progress Report
5 Target Behaviors
Teacher Scoring
Student Self-Scoring
Success is 80% but can be modified lower
Rewards
Coupons for reward store
Form is returned to coordinator and copy is given to student for important adult to sign
Identify (A)ntecedent, (B)ehavior, and (C)onsequence
(2) Teacher/Parent/Student Interview
Define the problem by requiring specific, measurable, objective information that describes frequency, intensity, and context
(3) Establishing Testable Hypothesis
Determine hypothesis about ABC
Motivation Goal
Relational
Behavior that occurs because student wants to obtain access to desirable stimuli
For social attention getting:
(1) give more feedback and attention
(2) permit more interaction with teachers
(3) Require stronger reinforcers by working to get special time with valued adults
Avoidance
Student wishes to escape or avoid undesirable stimuli
Data
Event Recording
Duration Recording
Latency Recording
Interval Recording
Frequency
Scientifically demonstrates effectiveness of teacher intervention
Comments I Have
Is this RTI the same thing I saw in my AmeriCorp placement where students were tracked into extra English and math classes based on test scores?
Goals (pg. 43) need to have common definition so student understands expectations - these seem vague to me. Could these be used to target students with different norms at home vs school or different cultural norms?
Teachers may see all this paperwork as extra work (p. 43)
Will the rewards the secondary and tertiary students get cause others to act out more often? (p. 43)