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Disruptive (Tier 3 Interventions (Behavior report (Behavior Meetings,…

- - - - See Here
- - - - Be Respectful, Be Responsible, Be Safe
  - - - Cheat on test = get failing grade
      - Name calling = say something nice to that person
      - Spills something = cleans it up themselves
- - - - Share
        
        Functional Behavior Assessment
        
        Behavior contact
      - Contrast
        
        Non-verbal Cues and signals vs Teach relaxation techniques
  - - - Continuously available
      - Accessible within 72 hours of referral
      - Very low effort by teachers
      - Aligned with school-wide expectations.
      - Implemented by all staff/faculty in a school.
      - Flexible and based on assessment.
      - Function-based
      - Allocated adequate resources
      - Student chooses to participate.
      - Continuously monitored
    - - Increased Instruction and Practice with Self-Regulation and Social Skills
      - Increased Opportunity for Positive Reinforcement
      - Increased Pre-Corrections
      - Increased Adult Supervision
      - Increased Focus on Possible Function of Problem Behavior
      - Increased access to academic supports
    - - Group supports for some students
      - Specialized interventions for students demonstrating at-risk behavior
      - Prevents worsening of problem behaviors
- - - - Share
        
        Consequences
      - Contrast
        
        Reward System vs praise game
  - - - Function-based assessments
        
        Preventing unwanted behavior
        
        Teaching appropriate behavior
        
        Positively reinforcing appropriate behavior
        
        Reducing rewards for unwanted behavior
        
        Ensuring student safety
      - Wraparound supports
      - Cultural and Contextual Fit
        
        Local environments such as neighborhoods and cities
        
        Personal characteristics such as race, ethnicity, and nationality
        
        Learning histories such as family, social routines, customs, and experiences
        
        Language such as dialect and vocabulary
    - - Multi-disciplinary Team
      - Behavior Support Expertise
      - Formal Fidelity and Outcome Data Collection
        
        Supporting data-based decision making and problem solving
        
        Identifying needed adjustments to Tier 3 practices
        
        Maximizing resources
        
        Ensuring all students are supported fully and equitably
        
        Evaluating the system’s overall effectiveness
        
        Determining student eligibility for additional resources
        
        Evaluating individual education programs
    - - Individual support for a few students
      - Specialized interventions for students with high-risk behavior
      - Designed to reduce severity of ongoing problem behaviors
- - - - Schoolwide
      - For all students, staff members, and settings
      - Designed to reduce problem behaviors
      - Increases instructional time
    - - Effectively teach appropriate behavior to all children
      - Intervene early before unwanted behaviors escalate
      - Use research-based, scientifically validated interventions whenever possible
      - Monitor student progress
      - Use data to make decisions
    - - Someone to coordinate the team
      - School administrator
      - Family representation
      - Classroom teachers
      - Student representation (more likely at the high school level)
  - - - Share
        
        Frequent home contact
      - Contrast
        
        Teacher attention vs review rules
        
        Correcting undesired behaviors vs Provide a consequence upon first negative behavior
        
        Praise vs Consequences