Chapter 12 in your text details the Response-to-Intervention program that is being used in schools throughout the United States to provide a criteria for the early identification of students in need of additional supports before referrals for special education would be made and to provide progressively intense levels of support for students who meet specific criteria.
Self-management strategies were presented in Chapter 7. These strategies help students control their own behaviors. These strategies can be added to the intervention supports in the Secondary Tier of Response-to-Intervention.
Using your knowledge of Response-to-Intervention, discuss the following:
1. Explain how NCLB 2001 and IDEA 2004 encouraged the Response-to-Intervention program. Discuss how Response-to-Intervention meets the federal mandate for educators to use “scientifically-based research methods in instruction and interventions” (Shepherd & Linn, 2014, p. 253).
2. Identify the three tiers of the Response-to-Intervention program and describe the characteristics of each. How can self-management techniques be included in the Secondary Tier?
3. Discuss the concerns some have regarding the effectiveness of Response-to-Intervention.
Read the following chapters in your text:
Chapter 7: “Cognitive Behavior Management”
Chapter 7 introduces you to cognitive behavior management and the strategies that teachers can implement in the classroom to help students “control their own behaviors” (Shepherd & Linn, 2014, p. 157). Considered a “proactive strategy” in classroom management, cognitive behavior management includes “self-management techniques” that “include goal-setting, self-instruction, self-monitoring, self-evaluation, and self-reinforcement” (Shepherd & Linn, 2014, p. 157). You will discover that these strategies can be incorporated into the Secondary Tier of a Response-to-Intervention program. This Tier focuses on the needs of “at risk” students (Shepherd & Linn, 2014, p. 256).
Chapter 12: “Response-to-Intervention”
Chapter 12 introduces you to the Response-to-Intervention program that is being implemented in many schools throughout the United States. A detailed explanation of this three-tiered, progressively intense, approach to the provision of services for students with academic and behavior problems is presented (Shepherd & Linn, 2014, 264). Information is presented regarding the impact this program has on culturally and linguistically diverse students, as well as the criteria used to identify students for each tier of service provision. Each tier is explained in detail and rationales are provided for the use of this approach to intervention.
ONLY USE THE TEXTBOOK AS THE SOURCE FFOR REFERENCES.
400 words min. NO PLAGIARISM. References and citations required.
Textbook reference: Shepherd, L., T. and Linn, D. (2015). Behavior and Classroom Management in the Multicultural Classroom. Sage publications