Examples of Targeted Interventions and Targeted Inventory: Function of Behavior: Intervention: Characteristics: Access Peer Social Skills Must match the specific need. • Attention/Support Curriculum Basics Initially, learning how to teach social skills • takes time and energy. Interventions should be implemented as (An ideal curriculum does not • exist, but basic set of planned or intended Plan to adequately program for generalization preferred teaching practices • does) & maintenance instructional procedures to specific •Match types of deficits socially valid behaviors •Target Access Peer Self- Management (with Peer Teach self-monitoring & targeted social skills • Attention/Support or Adult Support) simultaneously Access Adult Practice self-monitoring until students • Attention/Support accurately self-monitor at 80% or better Periodic checks on accuracy • Access Peer Mentoring (with Peer or Adult Focus on at school • “connections” Attention/Support Support) -Not monitoring work -Not to regarding behavior “nag” Access Adult Attention/Support Staff volunteer • -Not in classroom -No administrators Match student to volunteer • 10 minutes minimum per week Access Peer Peer Tutoring Tutors must be taught how to teach • Attention/Support Tutors must be taught what to do if tutee • does not comply Tutors must be given the option to drop out at • any time without penalty Academic Skills Organization/Homework Homework (If data indicate it doesn’t come • Support planning support back, build in-school homework support) Homework completion club Supplemental Instruction (Direct additional • Tutoring instruction along with current classroom teaching) Instruction (Strategies to •Differentiated engage diverse learners)
Examples of Targeted Interventions and Targeted Inventory: Function of Behavior: Intervention: Characteristics: Access Peer Attention/Support Social Skills Curriculum Basics (An ideal curriculum does not exist, but basic set of preferred teaching practices does) • Must match the specific need. • Initially, learning how to teach social skills takes time and energy. • Interventions should be implemented as planned or intended • Plan to adequately program for generalization & maintenance •Match instructional procedures to specific types of deficits •Target socially valid behaviors Access Peer Attention/Support Access Adult Attention/Support Self- Management (with Peer or Adult Support) • Teach self-monitoring & targeted social skills simultaneously • Practice self-monitoring until students accurately self-monitor at 80% or better • Periodic checks on accuracy Access Peer Attention/Support Access Adult Attention/Support Mentoring (with Peer or Adult Support) • Focus on “connections” at school -Not monitoring work -Not to “nag” regarding behavior • Staff volunteer -Not in classroom -No administrators • Match student to volunteer 10 minutes minimum per week Access Peer Attention/Support Peer Tutoring • Tutors must be taught how to teach • Tutors must be taught what to do if tutee does not comply • Tutors must be given the option to drop out at any time without penalty Academic Skills Support Organization/Homework planning support Homework completion club Tutoring • Homework (If data indicate it doesn’t come back, build in-school homework support) • Supplemental Instruction (Direct additional instruction along with current classroom teaching) •Differentiated Instruction (Strategies to engage diverse learners)
TargetedWorkbook2018.docx