Differentiating Tier 2 Social Behavioral Interventions According to Function of Behavior

Autor/inn/en	Reinke, Wendy M.; Stormont, Melissa; Clare, Ann; Latimore, Tracey; Herman, Keith C.
Titel	Differentiating Tier 2 Social Behavioral Interventions According to Function of Behavior
Quelle	In: Journal of Applied School Psychology, 29 (2013) 2, S.148-166 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2013.778771
Schlagwörter	Social Behavior; Intervention; Behavior Problems; Integrity; At Risk Students; Functional Behavioral Assessment; Children; Reinforcement + Suchen Sie Ihr Suchwort? Social behaviour; Soziales Verhalten; Integrität; Child; Kind; Kinder; Positive Verstärkung
Abstract	Schools implementing tiered supports for social behavior need to be systematic and thoughtful about moving to the next tier. However, schools often apply resources they have in a blanket fashion for children who demonstrate behavior problems. This practice is problematic, and there is a need for increased efforts to plan and be more careful about choosing specific interventions for children who do not respond to universal supports. This article aims to discuss the importance of determining the function for behavior problems prior to intervention selection. The authors discuss problems with the current practices in schools. Data from a study on the use of the Check In Check Out intervention are presented to further illustrate the importance of determining function for behavior and implementing interventions with integrity. Without this important step, children who are at risk may not be appropriately supported and valuable resources are expended without successful outcomes. Implications for practitioners are provided. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10