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Early Stage Interventions :

Early Stage Interventions :. Tier 1. Building A Continuum of Positive Behavior Support. A Continuum of Support…. Characteristics of Early Stage Intervention. The Classroom Teacher as Problem Solver A place to begin… Focus is on applying easier interventions

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Early Stage Interventions :

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  1. Early Stage Interventions: Tier 1 Building A Continuum of Positive Behavior Support

  2. A Continuum of Support…

  3. Characteristics ofEarly Stage Intervention • The Classroom Teacher as Problem Solver • A place to begin… • Focus is on applying easier interventions • Purposeful sequence

  4. Red Flags…First Alerts! • Failing grades in 2 or more classes • More than 3 disciplinary referrals/semester • More than 6 after-school detentions • Chronic absenteeism • Student request for assistance • Teacher request for assistance

  5. Tier I: Utilizing Early Stage Interventions Informal Identification of Problem Behavior • What? One or more adults confer with a student about a particular concern and develop a plan for resolving it. • Why? The student may not know what is expected or may be unaware of the teacher’s concern. It’s a great place to start because… Implement Intervention A: Planned Discussion Planned Discussion

  6. Tier I: Utilizing Early Stage Interventions Is it Effective? Y Continue monitoring progress and fade support as indicated Implement Intervention A: Planned Discussion N Implement Intervention B: Academic Assistance AND/OR Intervention C: Goal Setting N Implement Intervention D: Data Collection/Debriefing AND/OR Intervention E: Increasing Positive Interactions Is it Effective? Y Continue monitoring progress and fade support as indicated

  7. Tier I: Utilizing Early Stage Interventions Positive Interactions Meet Duane

  8. Tier I: Utilizing Early Stage Interventions Positive Interactions Step 1: Plan more positive interactions Step 2: Meet with the student Step 3: Follow the plan. Meet Duane

  9. Tier I: Utilizing Early Stage Interventions Continue monitoring progress and fade support as indicated Is it Effective? Y Implement Intervention D: Data Collection/Debriefing AND/OR Intervention E: Positive Interactions N Implement Intervention F: STOIC Analysis Why is the behavior chronically occurring? Manipulate STOIC variables as indicated by student data Continue monitoring progress and fade support as indicated Move to TIER 2: Targeted Collaborative Planning N Is it Effective? Y

  10. Tier I: Utilizing Early Stage Interventions STOIC Analysis: Structure for Success Teach Expectations Observe & Monitor Interact Positively Correct Fluently

  11. Tier I: Utilizing Early Stage Interventions STOIC Analysis: • Step 1: What is the function of the behavior? Why is it occurring?  Student may lack ability/awareness to meet target expectations.  Student is trying to “get” something: adult/peer attention, power or control competing reinforcers  Student is trying to escape/avoid something overly difficult or overly simple work discomfort

  12. Tier I: Utilizing Early Stage Interventions STOIC Analysis: • Step 2: Plan and implement a STOIC intervention. Use the STOIC framework to build a comprehensive intervention. Structure for Success Teach Expectations Observe & Monitor Interact Positively Correct Fluently

  13. Every teacher should be trained to plan for and implement the above Interventions!

  14. Duration/Intensity Positive Behavior Support Continuum Intervention design Universal

  15. Keeping Our Purpose in Focus Given… the function and intensity of a student’s behavior Design & Monitor… an intervention that matches the student’s intensity of need We must employ the least intrusive intervention which has the highest likelihood for success…

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