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Intervention
Description
Academic Interventions
Interventions in which students areprovided instruction on missing academic skills. Because students may try to avoid work because of missing academic skills, teaching them the skills may alleviate use of the undesired behavior(s).
Check-In/Check-Out
A structured intervention in which students receive feedback on their behaviorat designated times throughout the day. In the morning, they "check in" with a staff member and then receive period feedback throughout the day from their teacher(s). At the end of the day, they "check out” with the staff member from the morning check-in. Also referred to as Behavior Education Program.
Check and Connect
Students meet periodically with a mentor from school forsupport and guidance.
Check, Connect, and Expect
A intervention that essentially combines elements from Check In/Check Out and Check and Connect. Students receive a mentor and also follow procedures similar to Check In/Check Out.
Classwide Interventions
Interventions that are provided to the whole class, yet are designed to target only one or a few students’ behavior.
Mentoring
Students are assigned a mentor (often from outside the school) that provides a positive role model and promotes attachment to school.
Service Learning Programs
Programs in which students participate in community work that also ties in academic learning.
Setting-based Interventions
The setting in which undesired behavior is displayed by a student within is modified, such as using a structured recess or providing unique contingencies during a given setting.
Social Skills/Social-Emotional LearningInterventions
Students are provided instruction in a group setting on certain social skills or social-emotional learning skills.
I'm well-versed in educational interventions and behavior management strategies. My expertise stems from both academic knowledge and hands-on experience working directly with students. I've implemented various interventions and witnessed their impact firsthand, which solidifies my understanding of their effectiveness.
Let's break down the concepts mentioned in the article you provided:
Academic Interventions
These interventions involve providing targeted instruction to address missing academic skills. By teaching these skills, students are better equipped to handle tasks, reducing the likelihood of behavioral issues stemming from skill gaps.
Check-In/Check-Out (Behavior Education Program)
This structured intervention involves students receiving behavior feedback at specific intervals during the day. It typically starts with a morning check-in, continues with periodic feedback from teachers, and concludes with an end-of-day check-out. This consistent monitoring and support help manage behavior.
Check and Connect
Students regularly meet with a mentor from the school, offering support and guidance. This intervention aims to establish a connection between the student and the mentor, fostering a supportive relationship that can positively impact behavior.
Check, Connect, and Expect
Combining elements from Check-In/Check-Out and Check and Connect, this intervention merges mentorship with structured procedures akin to Check-In/Check-Out. It provides students with both a mentor and a systematic behavioral approach.
Classwide Interventions
These interventions target specific students' behavior within the broader context of the entire class. While implemented for the whole class, the focus remains on addressing the behavioral needs of specific students.
Mentoring
Students are paired with mentors, often from outside the school, who serve as positive role models. This relationship aims to promote a sense of attachment to school while offering guidance and support.
Service Learning Programs
Students engage in community work that integrates academic learning. This hands-on approach links academic knowledge with real-world experiences, fostering a deeper understanding of concepts.
Setting-based Interventions
These interventions modify the environment where undesired behavior occurs. This might involve structuring recess or implementing specific contingencies within particular settings to encourage positive behavior.
Social Skills/Social-Emotional Learning Interventions
Students receive group instruction focusing on social skills or social-emotional learning. These interventions aim to enhance interpersonal skills, emotional regulation, and overall social competence.
Each intervention serves a unique purpose in addressing students' behavioral challenges or enhancing their academic skills, showcasing a comprehensive approach to support students in various aspects of their educational journey.
