Area of Concern Target Social/ Academic Emotional New Description References Group Behavioral student Intervention in-Check out Students identified and enrolled Crone, D.A., Horner, (performance within a week. R.H., & Hawken, L.S. deficit) Check-in and check-out daily with (2004). Responding to • an adult at school problem behavior in Regular feedback and schools: The behavior reinforcement from teachers. education program. Family component New York: The Daily performance data used to Guildford Press evaluate progress www.guilford.com Check and Connect Students matched with Christenson, S.L., mentor/monitor Thurlow, M.L., Mentor monitors risk factors Sinclair, daily/weekly M.F., et al.(2008). Regular feedback and problem Check & Connect: A solving with mentor comprehensive student Intensive intervention option if risk engagement factors increase intervention manual. Family component Minneapolis, MN: University of MN Ici.umn.edu Social Skills Identify critical skills Training Develop social skills lessons (skill deficit) practice, monitor, “Teacher, acknowledge” Social Stories language to school-wide expectations Use generalization strategies
Area of Concern Target Group Intervention Social/ Behavioral Academic Emotional New student Description References in-Check out (performance deficit) • Students identified and enrolled within a week. Check-in and check-out daily with an adult at school Regular feedback and reinforcement from teachers. Family component Daily performance data used to evaluate progress Crone, D.A., Horner, R.H., & Hawken, L.S. (2004). Responding to problem behavior in schools: The behavior education program. New York: The Guildford Press www.guilford.com Check and Connect Students matched with mentor/monitor Mentor monitors risk factors daily/weekly Regular feedback and problem solving with mentor Intensive intervention option if risk factors increase Family component Christenson, S.L., Thurlow, M.L., Sinclair, M.F., et al.(2008). Check & Connect: A comprehensive student engagement intervention manual. Minneapolis, MN: University of MN Ici.umn.edu Social Skills Training (skill deficit) Social Stories Identify critical skills Develop social skills lessons “Teacher, practice, monitor, acknowledge” language to school-wide expectations Use generalization strategies