Wednesday, November 3, 2010
Data Collection Procedures
Click here to view an article on data collection procedures to determine intervention effectiveness.
Tuesday, November 2, 2010
Behavioral Plans for High School Students
Definitions of Support Levels and Examples for Each Level
Examples of effective proactive behavioral strategies: There are a number of research-based approaches to providing proactive systems of behavioral support, including Positive Behavior Support (PBS), violence prevention programs, social skills instruction and school-based mental health services.
Examples of effective strategies include:
• Violence prevention: The most frequent components of a violence prevention program include a prevention curriculum; services from school psychologists, counselors or social workers; family and community involvement; and implementation of effective school-wide discipline practices.
• Social skills training and positive behavioral supports: Interventions that help students with emotional/behavioral disorders and social skills deficits have the potential to significantly improve school-wide behavior and safety.
• Early intervention strategies: Interventions that target low levels of inappropriate behavior before they escalate into violence can significantly reduce the need for harsh consequences later.
• In-school suspension: Focusing on continuing the curriculum while therapeutically debriefing to identify and eliminate the root cause of an acting out episode offers a constructive alternative to exclusion.
• Mentors: Adults from the school or community work with at-risk students to improve self-concept and motivation to engage in appropriate behavior.
• Teacher support teams: Teams of school personnel meet on a regular basis to evaluate both class climate and student needs, and provide support and strategies to engage difficult students as a prevention effort.
Resources
Bear, G., Quinn, M. & Burkholder, S. (2001). Interim alternative educational settings for children with disabilities. Bethesda, MD: National Association of School Psychologists.
Safe and Responsive Schools Project http://www.indiana.edu/~safeschl/
Sugai, G. & Horner, R. (2001, June). School climate and discipline: Going to scale (The National Summit on the Shared Implementation of IDEA, OSEP, Washington, D.C., June 2001). Available at: http://www.ideainfo.org/
Examples of effective strategies include:
• Violence prevention: The most frequent components of a violence prevention program include a prevention curriculum; services from school psychologists, counselors or social workers; family and community involvement; and implementation of effective school-wide discipline practices.
• Social skills training and positive behavioral supports: Interventions that help students with emotional/behavioral disorders and social skills deficits have the potential to significantly improve school-wide behavior and safety.
• Early intervention strategies: Interventions that target low levels of inappropriate behavior before they escalate into violence can significantly reduce the need for harsh consequences later.
• In-school suspension: Focusing on continuing the curriculum while therapeutically debriefing to identify and eliminate the root cause of an acting out episode offers a constructive alternative to exclusion.
• Mentors: Adults from the school or community work with at-risk students to improve self-concept and motivation to engage in appropriate behavior.
• Teacher support teams: Teams of school personnel meet on a regular basis to evaluate both class climate and student needs, and provide support and strategies to engage difficult students as a prevention effort.
Resources
Bear, G., Quinn, M. & Burkholder, S. (2001). Interim alternative educational settings for children with disabilities. Bethesda, MD: National Association of School Psychologists.
Safe and Responsive Schools Project http://www.indiana.edu/~safeschl/
Sugai, G. & Horner, R. (2001, June). School climate and discipline: Going to scale (The National Summit on the Shared Implementation of IDEA, OSEP, Washington, D.C., June 2001). Available at: http://www.ideainfo.org/
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