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Positive Behavior in Schools Name: Institution: Date: Positive Behavior in Schools Abstract The learning process in schools is characterized by an intricate environment where knowledge, values, and general skills are taught, encouraged, conveyed and shaped. Teachers play an important role because they offer effective and clear instructions that help learners to maximize the uptake of information, concepts, and skills. Learners are equally required to remain alert, responsive, and cooperative so as to gain from the teachers’ instructions. However, students come from diverse learning backgrounds, have unique weaknesses and strengths and many other differences. Despite these differences, schools have to find ways to improve the ability of the learners to acquire knowledge and skills. For this reason, schools have had to employ the Response to Intervention (RTI) framework in conjunction with the school-wide positive behavior supports (SWPBS). Whereas the RTI under the Education Improvement Act of 2004 initially targeted students with disabilities, it has now evolved to become a more holistic framework for enhancing positive behavior in schools. This paper, therefore, defines the RTI and the SWPBS and how both frameworks can be integrated into a school system. Introduction Response to Intervention (RTI) refers to a multi-tier system of early documentation and assisting learners with behavior and learning challenges. The system has evolved, and unlike in the past, the RTI is being incorporated in early education, precision teaching, diagnostic prescriptive teaching, early intervention, behavior analysis, curriculum-based measurement, team-based problem solving
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