Educative Time-Out Process

An educative time-out process is a way to “decrease and eliminate inappropriate behavior and replace it with appropriate behavior” (Knoff, 2014, p. 1).  Quite often, time-outs are applied inconsistently which makes them ineffective.  In order for a time-out to work, it needs to be a part of the greater behavioral plan, which outlines the identified behaviors that can lead to a time-out.  It also must be applied consistently; students must know what type of behavior leads to a time-out, what the procedure for a time-out is, and how to correct their behavior in order to be allowed out of the time-out.  Many people say that children should be in time-outs for the same amount of minutes as their age, but there is no research to support that concept.  Research supports the use of a time-out for two to three minutes to allow a student time to calm, correct their behavior, and rejoin the group (Knoff, 2014, p. 1-2).  The use of time-out can be very effective in a classroom, but only when implemented with consistency among all teachers in a grade-level or building.

References

Knoff, H. (2014) Module 4, Part 1: Implementing the Educative Time-Out Process

{Presentation} Retrieved from the American College of Education Canvas website: https://ace.instructure.com/courses/1254508/files/49162492?module_item_id=11308743

 

Intervention Plans

It is important to identify an intervention plan that motivates the student to demonstrate appropriate behavior, while also addresses the reason they are demonstrating the behavior in the first place.  Knoff (2014) describes an intervention plan as “We’re trying to basically set up a situation where we’re reinforcing the student’s behavior so that progressively we get more and more appropriate behavior, and we’re able to fade out and need or use fewer and fewer or less and less overt positive reinforcements” (p. 1).  There are many different intervention options relative to a student’s behavior.  Consistent reinforcement schedules, such as fixed-ratio and variable-ratio, involve providing a reinforcer to a student after they demonstrate appropriate behavior for a period of time.  Group contingency interventions involve an individual earning a reward for the group by demonstrating appropriate behavior, using the pressure from the group to assist an individual in controlling their behavior.  No matter which intervention plan is developed, it must be motivational to the student in order to be ultimately successful.

References

Knoff, H. (2014) Module 3, Part 2: Positive Reinforcement and Group

Contingencies {Presentation} Retrieved from the American College of Education Canvas website:   

https://ace.instructure.com/courses/1254508/files/49162480? module_item_id=11308716

Seven High-Hit Reasons for Behavior

When identifying a plan to address a student’s behavior, it is important to identify the specific reason for the behavior before a plan can be outlined and implemented.  Knoff (2014) identified the following seven “high-hit reasons why the students may be presenting” a behavior: the student has not learned the social, emotional, or behavior skill; the student cannot learn at the same pace as the other students in the classroom; the student has learned the skill, but is unable to apply it; the student can exhibit a skill when calm, but is not able to do so when emotional; the student is unmotivated to apply the behavior; the situation is inconsistent; and/or there is a special situation involved and the student is not sure how to respond (p. 4, 5).  We must first identify the problem behavior, then the reason behind the behavior, before we can adequately address the behavior in our classrooms.  Only then can we identify and implement a plan to successfully resolve the behavior. 

References

Knoff, H. (2014) Module 2, Part 1: High-Hit Reasons for Challenging Behaviors {Presentation} Retrieved from the American College of Education Canvas website: https://ace.instructure.com/courses/1254508/files/49162473?module_item_id=11308725

The RTI Process

An RTI program is a systematic, data-driven process that identifies and addresses the needs of all of the students in a school.  This process’ goal is to “maximize the academic and social, emotional, and behavioral learning, progress, and proficiencies of all students” (Knoff, 2011, p. 4).  In an RTI program, students are given supports at three levels: Tier 1, Tier 2, and Tier 3.  Tier 1 supports meet the needs of the majority of the students and are provided within the regular education classroom to all students.  This instruction is typically either whole-group or small-group instruction.  Tier 2 supports are those specific services or strategies that students need to be successful in the general education classroom.  These are typically targeted at those students who are not successful in the Tier 1 setting.  While the general education teacher is still the one in charge of Tier 2, supports may be provided by support staff, such as paraprofessionals or mental health professions.  The teacher is still fully involved in the planning and the supports are integrated into the general education classroom as much as possible.  Tier 3 supports are more intensive than Tier 2 and are highly specialized.  These supports are student-specific and are provided outside of the general education classroom by Special Education teachers, paraprofessionals, reading specialists, or mental health professionals.  Students are moved through the tiers as identified in the data, so that when a student is making progress, they are able to move up the tiers until no additional support is required.

References:

Knoff, H. M. (2011) Integrating the school prevention, review, and intervention team

(SPRINT) and response-to-instruction/intervention (RtI²) process: A model

implementation guidebook for schools and districts. Little Rock, AR: Project ACHIEVE Incorporated.