• 1281 Views
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  • in Behavior
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  • by TTAC ODU

Teachers are required to make a multitude of, what are often, instantaneous decisions in response to academic and behavioral needs and challenges throughout the day. A first step to preparing for implementing proactive classroom “management” practices is careful and thoughtful planni...

  • 1068 Views
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  • in Behavior
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  • by TTAC ODU

School divisions are moving from a fragmented, reactive approach for supporting student social behavioral needs to a systemic, proactive and preventative approach. School-wide Positive Behavioral Interventions and Supports (SWPBIS) is a “decision making framework that guides selection,...

  • 842 Views
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  • in Behavior
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  • by TTAC ODU

Students at risk for and with emotional disabilities (ED) represent the smallest number of students in our education system, but often require the most resource intensive supports. The diverse academic and social behavioral needs of students with ED create challenges for educators to pro...

  • 875 Views
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  • in Behavior
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  • by TTAC ODU

Best practices for supporting social behavior involve prevention as a first course of action. This may involve the adults in the building examining beliefs and practices about student social behavior. Predictable, preventative, and positive learning environments are critical consid...

  • 875 Views
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  • in Behavior
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  • by TTAC ODU

Functional behavioral assessment (FBA)  is an effective approach to collecting data, identifying the function of student behavior, and using that knowledge to design proactive and preventative student  behavior  support  plans.  Function-based  thinking (FBT)  is  a foundational ...