In a collaborative effort between curriculum and instruction, autism, and behavior Specialists at T-TAC ODU, several ideas have been integrated into one web-based resource (below) addressing the three-tiered framework. Resources are included to support what we do for all students, some students, and a few students, including students with autism.
Contributed by:Laura Beller, Curriculum & Instruction Specialist,Kelly Koons, Education Specialist/Autism,Kimberly Yanek, ESD Instruction and Behavior Specialist
Classrooms are comprised of students with varying academic and behavioral abilities, strengths, and needs. Planning to meet these needs can be challenging. Consider using a three-tiered approach as a framework for organizing practices and interventions to support all students. In the reference below, Universal Positive Behavior Support for the Classroom, Lori Newcomer provides an extensive overview with practical implications for building the foundation (what is in place to support all students) of a three- tiered approach. In addition to universal supports, some students may require additional intervention to demonstrate appropriate behavior. Even with this additional support, a few students may need more intensive support.
A T-TAC ODU Collaboration
In a collaborative effort between curriculum and instruction, autism, and behavior specialists at T-TAC ODU, several ideas have been integrated into one web-based resource (below) addressing the three-tiered framework. Resources are included to support what we do for all students, some students, and a few students, including students with autism.
|For ALL Students||• Universal Positive Behavior Support for the Classroomhttp://www.pbis.org/common/pbisresources/publications/PBIS_newsletter_V4I4.pdf• The Access Centerhttp://www.k8accesscenter.org/index.php• Center on Instructionhttp://www.centeroninstruction.org/|
|For SOME Students||• Secondary Researchhttp://www.pbis.org/research/secondary/default.aspx• Resources: Autism Priority Projecthttp://ttaconline.org/staff/s_resources/UploadedFiles/Marie515200913148pm/online%20resources%20May%202009.pdf• Behavior Professional Development Modules(broken link) • Intervention Centralhttp://www.interventioncentral.com|
|For a FEW Students||• FBA in Virginia(broken link)• The Interactive Collaborative Autism Network (ICAN)http://www.autismnetwork.org/index.html|
Planning to Use a Three-Tiered Continuum of Supports
Click here to download and use the blank triangle to take inventory of existing academic and behavioral practices that are currently in place in your classroom for all students, some students, and a few students.
Food for thought…
- How do I know if practices currently in place are (broken link) evidence-based?
- In what ways will effectiveness of practices be assessed, measured, and monitored?Explore the “(broken link) ” resources at The IRIS Center.
- What additional evidence-based academic and behavioral supports may be needed?
Build YOUR Professional Triangle
Use the list below to find links to TTAC/ODU library materials and upcoming workshops that support continued learning around building a triangle of tiered supports. Resources for behavior and academic support, autism and early childhood are included. Choose a library item and/or workshop that will fit your needs.
Click on the links:
• 3-Day Series for Building a Framework of Positive Proactive and Instructional Practices and 3-Day Series: Virtual Professional Learning Community for Positive Proactive and Instructional Practices Follow-up
• Challenged by Challenging Behavior(Intensive Early Childhood Supports for a FEW students)