Module 3 

"Challenging Behaviors"

"What do we know?"

As educators, we have a lot of acronyms and most of the time I have to keep a journal of what they all mean. 

RTI-Respnse-to-Intervention

SST-Student Study Team

IEP-Individualized Education Plan

BIP-Behavior Intervention Plan

FERPA-Federal Educational Rights and Privacy Act

PBIS-Positive Behavior Interventions and Support

MTSS-Multi-Tiered Systems of Support

These are just a few of the acronyms used in an educator's language. 

All of them have one thing in common? Supporting our children in school will create a successful well balanced human being. 

In the classroom, educators are a student's first defender for evaluation of that student’s success. A Multi-Tiered System uses a framework for the implementation of evidence-based practices to achieve important outcomes for every student. “The MTSS framework builds on a public health approach that focuses on organizing the efforts of adults within systems to be more effective. MTSS helps to ensure students benefit from nurturing environments and equitable access to instruction and supports that are differentiated to meet their unique needs.” (Multi-Tiered System of Supports (MTSS) | OSPI, n.d.) Functional Behavior Assessments are used to create unique differentiated Behavioral Intervention Plans by use of data-driven collection on the Tier III student. The classroom educator is part of a campus team that incorporates educators, administrators, counselors, parents, and students. If needed for the student to succeed an outside specialist will be incorporated into the group. The team evaluates the data to create a BIP that is designed for each student in the Tier III category. According to the research (Trussell et al., 2016., p.262) implementing the universal teacher interaction practices of the Positive Behavior Support System within the MTTS helps prevent negative behavior by using positive reinforced data-driven techniques. The assignment is to create data-driven plans for three unique students that have a hard time in a classroom. By incorporating universal teacher interaction practices each student will have a chance to improve their standing in the classroom, school campus, and community. (Trussell et al., 2016., p.263)

Trussell, R. P., Lewis, T. J., & Raynor, C. (2016). Education and Treatment of Children. The Impact of Universal Teacher Practices and Function-Based Behavior Interventions on the Rates of Problem Behaviors among At-Risk Students, 39(3), 261–282. https://doi.org/10.1353/etc.2016.0012

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