Response To Intervention:
A Model for Best-Practice Instruction in
an Inclusive Classroom
By Jesse Blaisdell
Roles of Teachers
• Order, Structure, and Consistency
• ROUTINES, RULES, CONSEQUENCES, CONSTRUCTIVE FEEEDBACK
• Running, Feet on floor, Language, Common Courtesy, Mutual Respect, Etiquette
• What Constitutes Bullying?
• Realistic Expectations & Clear Instructions
• GOALS, RUBRICS, MODELING, ALTERNATIVE FORMATTING, OPTIONS
• Choices for Students
• VARIETY OF MATERIALS & TOPICS (within reason), TECHNOLOGY, STUDENT COLLABORATION
• Able to Interpret Communicative Intent of Students
• TEACHER INTUITION, PATIENCE, HONESTY, UNDERSTANDING DISABILTY
• Potential Behavioral Challenges with Students with Mild to
Moderate Disabilities
• FOLLOWING DIRECTIONS
• WORK AVOIDANCE
• SELF-CONTROL
• VERBAL/PHYSICAL AGGRESSION
• ANXIETY
• PROPERTY DESTRUCTION
• IMPULSIVITY
• SOCIAL-EMOTIONAL
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https://www.frontiersin.org/articles/10.3389/feduc.2019.00159/full
• Guidelines for Establishing and Enforcing Classroom Rules and
Procedures in a Classroom
• SETTING RULES & POSTING RULES
• FEW IN NUMBER, CLEARLY DEFINED, LINKEED TO SPECIFIC CONSEQUENCES
• GENERAL BEHAVIOR
• ASSIGNED SEATING, MUTUAL RESPECT
• PROCEDURES
• GROUP WORK, BEGINNING/END OF CLASS, PARTICIPATION, TARDINESS/ABSENCE,
MAKEUP WORK, ATTENDENCE
• TRANSITIONS/INTERUPTIONS
• ROUTINES, FIRE DRILLS, LEAVING/RETURNING TO ROOM
• USE OF MATERIALS
• DISTRIBUTION, COLLECTING, STORING, CREATING, USING ELECTRONIC RESOURCES
• Basic Steps for Developing a Functional Behavioral
Assessment
• A-B-C Analysis
•ANTECEDENT, BEHAVIOR, CONSEQUENCE
•CONFIRM HYPOTHESIS AND PLAN INTERVENTION
•ASSESSEMENT TECHNIQUES TO ANALYZE BEHAVIORS (QUALITATIVE & QUANTITATIVE)
• ACADEMIC, SOCIAL, PEER, FAMILY, ETC.
• Understanding Patterns = Plan Development
•MODIFICATION, TEACHING ALTERNATIVES, REINFORCEMENT, EXTINGUISHING
BEHAVIORS
Behavioral Intervention Plan (BIP)
• Overall Goals to be Achieved
• FOLLOWING DIRECTIONS, INTERUPTIONS, ATTENTION-SEEKING
• Attention to Planned Activities
• Persons Responsible for Implementing
• TEACHERS, SPECIALISTS, TECHNICIANS, PARAPROFESSIONALS
• Proposed Activities
• Timelines to be Followed
• Plans for Intervention
• CUES, REPETITION, POINTS
Benefits of Positive Behavioral Supports
• Sets Clear Boundaries and Goals
• Observable
• Measurable
• Avoids Stigmatization and Pain
• Conveys Respect for a Person’s Life, Circumstances, Preferences, and
Goals
• Inclusive
• Enhances Quality of Life
• Minimizes and Prevents Problem Behaviors
Social Interventions for Students Displaying
Social Difficulties
• "First Step to Success" program
• Through Positive Reinforcement and Praise, Students are Encouraged to:
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Express Feelings
Interact with Peers
Develop Healthy Relationships
Work in Peer Groups
Use Humor
Develop confidence
• Common Techniques in Positive Behavior Support and Intervention
Programs
• Natural and Logical Consequences
• Allows for the situation to teach the child, rather than direct intervention
• Common Sence
• Differential Reinforcement
• Reinforcement based on the omission of a given behavior
• Extinction
• withholding of reinforcement that previously maintained a specific behavior
or behaviors
• Can use peers to withold reinforcement
Common Techniques in Positive Behavior Support and
Intervention Programs
• Time out from Positive Reinforcement
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Planned Ignoring
Contingent Observation (student can see peers, but is removed from activity)
Exclusion from the Time-In Environment
Seclusion
• Response Cost
• Student Relinquishes Points or Tokens within Established Positive
Reinforcement Program
Best Practices for Exceptional Learner Instuctional
Development
• Inclusivity
• Diversity (first language), Universal Design, Students Learn Together, Create a Sense of
Community, Collaboration, Peer-Led Activities
• Safe, Accessible, and Accommodating
• Safety Procedures, UDL Strategies Promotes Conversation, Accepting Atmosphere
• Least Restrictive Environment
• Flexibility, Maximize Student Strengths, Community Building
• RTI Multi-Tier Approach
• Inclusion Model, Not waiting for Student to Fail before Intervention, Collaboration, Not Fixed
• Natural Proportion
• Allows for Easier Interaction between Students,
• https://www.youtube.com/watch?v=00sRVmZa_zg
References
• Polloway, E. A., Patton, J. R., Serna, L., & Bailey, J. W. (2018).
Strategies for teaching learners with special needs (11th ed.). Upper
Saddle River, NJ: Pearson.
• https://www.frontiersin.org/articles/10.3389/feduc.2019.00159/full
• https://www.youtube.com/watch?v=fWkMVmW2VX0