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Tier 2 Team Processes and Decision-Making in a Comprehensive Three-Tiered Model
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Pool, Juli L.; Carter, Deborah Russell; Johnson, Evelyn S. – Intervention in School and Clinic, 2013
Three-tiered models of academic and behavioral support are being increasingly adopted across the nation, and with that adoption has come an increasing message that designing and implementing effective practices alone is not enough. Systems are needed to help staff to collectively implement best practices. These systems, as well as effective…
Descriptors: Best Practices, Program Implementation, Response to Intervention, Data
Self-Management for Children with High-Functioning Autism Spectrum Disorders
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Wilkinson, Lee A. – Intervention in School and Clinic, 2008
Supporting children with autism spectrum disorders in the general education classroom presents a unique challenge to the teachers and schools that serve them. This article addresses the utility of self-management as a proactive strategy for increasing the task engagement and compliant behavior of high-functioning students with autism. The author…
Descriptors: Self Control, Pervasive Developmental Disorders, Mainstreaming, Student Behavior
Functional Assessment: A Systematic Process for Assessment and Intervention in General and Special Education Classrooms.
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McConnell, Mary E.; Hilvitz, Perry B.; Cox, Carol J. – Intervention in School and Clinic, 1998
Describes a 10-step process that educators can use when conducting functional assessments and developing Behavioral Intervention Plans required under the Individuals with Disabilities Education Act Amendments of 1997 for students with disabilities with behavior problems. A case study is provided to illustrate the process. (Author/CR)
Descriptors: Behavior Modification, Behavior Problems, Case Studies, Disabilities
Positive Behavior Supports in General Education Settings: Combining Person-Centered Planning and Functional Analysis.
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Artesani, A. James; Mallar, Lucy – Intervention in School and Clinic, 1998
This case study of a 6-year-old boy with attention-deficit hyperactivity disorder discusses the advantages of combining person-centered planning and functional analysis to develop and implement broad-based behavioral-support plans. The support plan resulted in decreased challenging behavior, increased functional communication, improved academic…
Descriptors: Aggression, Attention Deficit Disorders, Behavior Disorders, Behavior Modification