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Section 3

ak dept education

special ed handbook
SECTION 3
INTERVENTION STRATEGIES

  • Appropriate & Motivating Curriculum

    A curriculum too difficult or easy is likely to increase inappropriate behavior.

  • High Rate of Positive Responses from Teachers

    Teachers must create a positive environment by frequently reinforcing the student for appropriate and correct responses.

  • Structured Daily Schedule

    Unengaged time is likely to accelerate a student's inappropriate behaviors. A daily schedule must be prepared to maximize on-task behavior.

  • Staff Training

    All staff must be thoroughly trained in the use of the interventions.

  • Environmental Engineering

    The arrangement or manipulation of the physical environment and stimuli is important to facilitate appropriate responses and avoid disruption.

  • Instructional Pacing

    The rate at which the teacher presents instructional material to the learner.

  • Home Notes

    The purpose of home notes is to provide clear, precise communication between school and home.

  • Precision Commands

    Precise verbal statements to enhance compliance.

  • Data Collection

    Collecting information; evaluating the data.

  • Parent Conference

    Parents must be involved in problem resolution.

  • Special Equipment

    Consider the need for adaptive equipment.

  • Supervision

    School staff must provide adequate and appropriate supervision.

  • Self-Management Procedures

    Student is taught how to monitor and manage his or her own behavior.

  • Behavioral Momentum

    Student is given a series of high compliance requests before a low probability compliance request.

  • Behavioral Contracting

    Written documents are mutually agreed upon between the student and the teacher specifying expected behaviors and consequences.

  • Token Economy

    A student is rewarded for behavior that is occurring with tokens that can later be exchanged for reinforcers.

  • Modeling/Differential Reinforcement of Appropriate Behavior

    A student learns behavior by observing a modeled response or practicing the desired behavior.

  • Prompting

    A visual, auditory, or physical cue is presented to the student in order to facilitate a given response.

  • Peer Involvement

    The use of same and/or cross-age peers for structured social engagements and as "buddies."

  • Meaningful Work Projects

    Students participate in a "jobs program" within the school in which they are viewed as valuable, contributing employees of the school.

  • Positive Practice Over-Correction

    Students intensely practice the appropriate behavior for a time period or a specific number of appropriate behaviors.

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