Challenging Behaviors

 This week in CI5523- Interventions for students with challenging behaviors, we researched and created an interview protocol to better understand how RTI2 was utilized at a specific school or within a school district. I chose to look at this on a preschool level as I will be returning to that classroom setting this school year. My main thoughts for RTI as a whole is the level of consistency across the learning environment, and among all adults who give instruction to or support the children within the school setting. I chose the Prairie Children Preschool in Aurora Illinois. The staff there actually works very well across the board to deliver playful structured instruction in classrooms, many of which are inclusion type classrooms. The strategies used have data collection involved within and meetings are regularly held to discuss outcomes of all students so that strategies can continuously be consistent, and be changed as needed. 

8/30/20-This week we focused on finding the cause of unwanted behaviors. In doing this research I totally encourage all teachers dealing with this issue to further research the root of the behavior and the trigger so that they can better be able to model behaviors they expect within their classroom. Also consistency is key for the modeling of expectations to have a true impact on the classroom environment. 

9/6/20- This week we looked into how to utilize different strategies of intervention to target undesired behaviors. I like positive reinforcement best, as there are many avenues in how you can utilize it. Many of them are offering a reward, but that kind of strategy works well when working with kids in the classroom. If they are constantly reminded of that reward many times they think again before acting in a way they know is not ideal, they also tend to hold their peers accountable as well. 

9/13/20- Oh my goodness so this week we looked to see what intervention we prefer to use. I love the use of incentives and reward systems, because lets face it people are driven by 'getting something' for 'doing something'. The thing is, in the classroom the rules are already set, but some need more motivation than others to actually follow them.  When the expectation stays consistent and students begin to actually get a reward it sets a want to do right. Many times you will see more peer encouragement because they know that something good is coming to them either as a group or individually. With this system in place good behavior begins to become a habit. 😁