By Doug Cheney, University of Washington, Seattle
Before I finish my time as CEC’s blog meister, I thought a quick summary and review might be useful. I began this month’s blog on RtI and behavior by providing an overview of how the academic and behavioral tiers of the positive behavior support model align well with the RtI approach. I asked three questions:
1. What are some of the essential features of a (or your) Tier 1 school-wide program that addresses social behavior of students?
2. What are some of the assessment approaches that are currently used to identify students for Tier 2 behavioral intervention?
3. What are examples of Tier 2 behavioral interventions in your school?
In my second posting, I discussed essential features of universal Tier 1 behavioral approaches and how a student might be referred for a Tier 2 intervention through screening approaches that are managed by a behavior support team. In the third blog, I provided essential features or strategies that should be integrated into Tier 2 and 3 behavioral interventions and gave a few references and links for exploring these approaches. Finally, I discussed progress monitoring when using behavioral interventions in RtI, specifically how daily behavior report cards can be helpful and how two online tools are useful in charting the data.
I hope that some of these ideas are helpful in your thinking about RtI in the social/behavioral domain. As I leave my blog meister position, I wish you best of luck in your teaching practice or research. I also thank Lynda Van Kuren and the folks at CEC for this opportunity and hope that the rest of the year’s blog is a great success. You can reach me at my UW Seattle email if you wish to talk further: [email protected].
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