Introduction
The basis of any model is that multi-level learning processes are used alternately. Although the assessment components of RTI are essential elements of implementation, change occurs primarily through learning itself, which is a function of assessment outcomes. The goal of this intervention plan, which is based on tiered learning, is to teach students with behavioral and emotional difficulties how to demonstrate appropriate physical activity in relation to other children and decrease negative emotional reactions.
Intervention Plan
Tier 1
For a 10-year-old male student (Kelly) who is experiencing emotional or behavioral problems, the Schoolwide Positive Behavior Support System (SWPBS) is the most relevant. This approach includes a combination of outreach to the school community to develop a positive, safe, and supportive learning culture (Shapiro, 2019). From a behavioral perspective, SWPBS improves students emotional, social, and behavioral outcomes. When implemented correctly, teachers and students have more time to focus on relationships and learning in the classroom.
Equally relevant for this student will be the involvement of Positive Behavioral Intervention and Support (PBIS) (Shapiro, 2019). It includes the approach schools use to promote safety and good behavior. Through this method, schools teach children expectations and strategies for behavior. The effectiveness of this method lies in the fact that PBIS is considered prevention and not punishment. PBIS is considered a proactive approach through which all students learn positive behaviors, including children with IEPs and 504 plans.
Tier 2
A multi-tiered system of support (MTSS) PBIS intervention will be involved for the identified student. A proper analysis of the student’s behavior will provide insight into the diverse needs of the school or classroom and help the student create an appropriate PBIS. For this purpose, an observational format using the alphabet of behavioral assessment will be applied (Shapiro, 2019).
The former includes events, actions, or circumstances that occur before the behavior. The second is the specific behavior demonstrated by the student. The third is the reaction or action or response that results from that behavior. Intervention methods relate to routine, the formation of appropriate behavior, and rewards. The effectiveness of these interventions lies in the fact that they involve the student, teacher, and parents in the educational process.
Interventions in the case of a 10-year-old student would include the use of verbal praise and a behavior contract chart, avoiding comparison of behavior between children. Effectively changing a student’s behavior requires a plan that includes proactive instructional strategies, replacement behaviors that serve the same function as inappropriate behavior, and a continuum of both positive and negative consequences. The main content of the plan will be based on the information obtained through the evaluation of functional behavior.
Tier 3
The Target Behavior
The target behavior for this case is an individual approach to every violating action. Selecting a limited number of behaviors to focus on. Behavior should be a priority for a student’s success at school. Prioritizing student behavior, then selecting the most important behavior to address first. When a student does not get what they want (antecedent), such as pushing in line and trying to get an object first, they will hit, push, and kick (behavior) others to gain control (function). To avoid conflict, the student gives in to his wishes (consequence).
Behavioral Challenges
According to the teacher’s observation, Kelly fights pushes, and verbally abuses other students on the playground, in the cafeteria, and during breaks between classes. He does these actions when he is forced to wait or wants to get what he does not have. He also performs these actions when other children avoid him. Other students are used to Kelly’s behavior and avoid conflict by giving in to his wishes.
The student is a 7th-grader reading at a 2nd-grade level. He fails to complete Maths and English assignments that require attention, engaging in aggressive behavior such as refusing to work and using profanity, leading to classroom chaos. Kelly’s parents claim that he hits and pushes his two younger brothers when he wants to get something. The child also uses force in relation to his parents when they refuse his requests or demands. In this way, Kelly demonstrates inappropriate behavior during unstructured and transitional periods, as well as emotional disturbances, reacting sharply with words in relation to others.
Replacement Behavior
Replacement behavior for this specific case involves teaching a child on how to behave differently at the same situation replacing violating actions with polite ones. The student does not use replacement behavior methods because he does not know how to do it. Kelly engages in physically violent behavior because he believes that this way, he can effectively end the conflict.
Replacement behavior will include methods of talking and being tolerant of peers without the use of physical force when something is needed. A student may have the skills needed to perform an appropriate behavior, but not use them or be unable to perform the behavior due to reasons such as anxiety, anger, frustration, or health. Kelly often makes rude comments in class to make her peers laugh and draw attention to herself. Intervention in such a case on the part of the educator is to teach the student appropriate ways to attract the attention of peers, for example by complimenting one of the children, and then reinforce the appropriate behavior with the help of an external motivator.
Conclusion
Overall, identified form of behavior is needed to help Kelly change his behavior and improve the learning process. RTI is used to move through several levels that have been linked to the nature and severity of the student’s difficulties. Depending on the RTI model, level 3 is the most necessary as it aims to change the student’s behavior by substituting and involving other representatives.
Reference
Shapiro, E. (2019). Tiered instruction in a response-to-intervention model | RTI Action Network. Web.