https://padlet.com/courtney_c_slack/xfs7epiz3thz SLACK-C-SPED70-M5-TREY-INTERVENTION en-us 2016-09-25 00:18:37 UTC 2016-09-25 01:20:24 UTC hello@padlet.com courtney_c_slack https://padlet.com/courtney_c_slack/xfs7epiz3thz/wish/126186396 What do the students know? Teach the expectations...tell the expectations to the students, have rules clearly written, role play, and model behaviors.  This is school-wide!
This will be enough for about 80% of students.  Make sure there are only 3-5 expectations taught and that they are broad and memorable.  For a student with concentration problems, like Trey, this could be the difference between success and failure.]]> 2016-09-25 00:21:28 UTC https://padlet.com/courtney_c_slack/xfs7epiz3thz/wish/126186396 courtney_c_slack https://padlet.com/courtney_c_slack/xfs7epiz3thz/wish/126186465 Have ongoing supervision, data collection, and positive feedback.  Be consistent!  Make sure everyone is speaking the same language.
Trey is particularly distractible, inattentive, and hyperactive.  Positive corrective teaching can reinforce the expectations.  A compliment goes a long way after he gets corrected!]]> 2016-09-25 00:24:42 UTC https://padlet.com/courtney_c_slack/xfs7epiz3thz/wish/126186465 courtney_c_slack https://padlet.com/courtney_c_slack/xfs7epiz3thz/wish/126186523 How are students responding? Need to adjust? Which skills need to be taught again/emphasized?
Data collection is key! After looking at the data, what changes need to be made? With Trey's particular behavior issues, it may mean peer modeling or support or focusing on particular strengths (like being great at math) and complimenting them.]]> 2016-09-25 00:27:37 UTC https://padlet.com/courtney_c_slack/xfs7epiz3thz/wish/126186523 courtney_c_slack https://padlet.com/courtney_c_slack/xfs7epiz3thz/wish/126186599 It's important that every teacher in every classroom and in every part of the building has the same blueprint.  The same rules and consequences are used for each student school-wide.
Such an important factor! When expectations are defined, taught, and supported, Trey's anxiety can be calm knowing the team approach offers a continuum of support and expectations.  Everything is clear and precise.]]> 2016-09-25 00:30:57 UTC https://padlet.com/courtney_c_slack/xfs7epiz3thz/wish/126186599 courtney_c_slack https://padlet.com/courtney_c_slack/xfs7epiz3thz/wish/126186639 Who needs extra help? Strengthen alternative behavior skills? Remove/add an antecedent or trigger?  Move up the tiers...
Role playing not enough?  Peer support not cutting it?  Look at the data and find the triggers for the behavior to develop and plan accordingly.  A social narrative is a good tool for adjusting behavior!  Trey may need to move up the tiers with his supports]]> 2016-09-25 00:32:58 UTC https://padlet.com/courtney_c_slack/xfs7epiz3thz/wish/126186639 courtney_c_slack https://padlet.com/courtney_c_slack/xfs7epiz3thz/wish/126187179 During language arts in an independent work period, the teacher is organizing materials on bookshelf in front of Trey. He folds a page of his workbook into the spine, looks at teacher, folds another page, looks at teacher… He is trying to get her attention in a negative way! The teacher repeats the expectation of respect. She says, "We respect our books too; let's unfold all of the pages and try again.” After Trey unfolds all of the pages with the help of his teacher and goes back to his seat, the teacher says, "Thank you for going to your seat quietly. That's being a good role model." In this scenario, the intervention addresses the expectation, reinforces and models the appropriate behavior, and ends with a compliment. ]]> 2016-09-25 00:59:59 UTC https://padlet.com/courtney_c_slack/xfs7epiz3thz/wish/126187179