Literaturnachweis - Detailanzeige
Autor/inn/en | Sayeski, Kristin L.; Brown, Monica R. |
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Titel | Developing a Classroom Management Plan Using a Tiered Approach |
Quelle | In: TEACHING Exceptional Children, 44 (2011) 1, S.8-17 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0040-0599 |
Schlagwörter | Response to Intervention; Classroom Techniques; Student Behavior; Behavior Problems; Behavior Modification; Evidence; Special Education |
Abstract | In this article, the authors present a response-to-intervention (RTI) framework that both special and general education teachers can use in evaluating existing class structures and developing comprehensive classroom management plans for the purpose of managing challenging behaviors. They applied the concept of a three-tiered model of support at the classroom level for individual (or team) teachers. Ultimately, this three-tier support structure would be a part of a schoolwide Positive Behavior Support (PBS) model, but for many teachers or teams who are still addressing behaviors at a classroom level instead of schoolwide the RTI model provides an excellent structure to think about behavioral interventions. Special educators who teach in self-contained, resource, or collaborative classrooms can use the guidelines to create comprehensive classroom management plans. The framework provided includes evidence-based practices that teachers can apply at each tier of support. The plan incorporates guiding questions that direct teachers in selecting those practices that will best meet their context (i.e., grade level) and student population (i.e., students with and without disabilities, students at risk for school failure, students whose first language is not English). (Contains 2 figures.) (ERIC). |
Anmerkungen | Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1 |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |