Suchergebnisse

Individualized Educational Program (IEP) teams working with students who have disabilities and a history of problem behavior that impedes their learning or that of others have the responsibility to develop their capacity to conduct functional behavioral assessments that lead to the delivery of effective behavior intervention plans. This article provides guidance to school-based teams that should prove useful to practitioners and families. In particular, this article highlights (a) the necessary components of a functional behavioral assessment, (b) a decision making framework concerning the selection of assessment and intervention procedures to be used at school, and (c) a description of one practical functional behavioral assessment tool—the Initial Line of Inquiry—that has been employed by school-based teams.

Litigation in the 1970s and early 1980s encouraged the provision of school services in excess of 180 days for certain students who demonstrated summer regression and poor recoupment. Criteria for these services have varied widely and have sometimes been difficult to surmise. The literature on extended school year is sparse, providing administrators with few empirical guidelines from which to develop policy on the eligibility and provision of such services. By contrast, the literature on maintenance provides useful strategies for extended school year assessment and planning. In this article we review existing extended school year literature, provide a case analysis, and make recommendations for developing explicit criteria for eligibility.

Prevent‑Teach‑Reinforce: The School‑Based Model of Individualized Positive Behavior Support, Second Edition is an easy‑to‑use practical guide to the research‑proven Prevent‑Teach‑Reinforce (PTR) model. This book helps K-8 educators solve serious behavior challenges by guiding school‑based teams through the five‑step PTR process: 1) teaming and goal‑setting, 2) data collection, 3) functional behavioral assessment, 4) creation of a behavior intervention plan, and 5) progress‑monitoring and data‑based decision making. This edition has been updated to include the latest research supporting PTR; increased emphasis on the PTR facilitator's role, collaboration, and the teacher's observations; new information on multi‑tiered systems of support (MTSS) and evidence‑based classroom strategies; and more detailed guidance on every PTR step. Useful forms are provided as chapter appendices and downloadable materials. Book appendices describe specific Prevent, Teach, and Reinforce strategies in depth and present rich case studies illustrating PTR in action