“I see a definite difference! … I am able to spend more time visiting classrooms.”


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“I see a definite difference! … I am able to spend more time visiting classrooms.”

  • “I see a definite difference! … I am able to spend more time visiting classrooms.”

  • Celeste Shelton-Harris, Principal



















You may have the best classroom management but if student problem behavior is related to academic skill deficit, then classroom management may not be adequate

  • You may have the best classroom management but if student problem behavior is related to academic skill deficit, then classroom management may not be adequate



“Good Instruction” is an appropriate academic AND behavior intervention

  • “Good Instruction” is an appropriate academic AND behavior intervention

    • Emphasis is placed on academic support in deficit area
  • Two main strategies







A process for identifying the conditions that reliably contribute to behavior and/or academic problem.

  • A process for identifying the conditions that reliably contribute to behavior and/or academic problem.

  • This information is then linked to a support plan



Behavior

  • Behavior

  • To obtain

  • Objects/activities

  • Attention from peers

  • Attention from adults

  • To Escape/avoid

  • Objects/activities

  • Attention from peers

  • Attention from adults

















Academic and Behavior supports are symbiotic.

  • Academic and Behavior supports are symbiotic.

  • Academic and Behavior supports can be implemented together

  • The common functions provide the framework for implementing Academic and Behavior supports at all three tiers.




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