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Powerpoint Slide Show for EDET 735 Class: UDL and FBA informal process for finding interventions.

Powerpoint Slide Show for EDET 735 Class: UDL and FBA informal process for finding interventions.

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- 1. How Do I Help This Student? Presentation by Carol Hoyle USC: EDET 735
- 2. When students are having problems in your classroom, don’t just guess at what to do!! Follow the steps in these slides to find the best interventions to help them.
- 3. Step 1: Check That You are Using Universal Design Instructional Principles in Your Classroom*. *7 principles used listed at beginning of Module 2 for EDET 735 class.
- 4. 1. Are you using accessible and fair materials and activities? Can all students use your class materials? Can all students do the activities required?
- 5. 2. Are you providing flexibility? Are you flexible in materials you use in class? Are you flexible in ways you allow students to participate? Are you flexible in how you present your materials and instruction?
- 6. 3. Are you straightforward and consistent? Do all students know what you expect them to do? Are you consistent in how you treat all students?
- 7. 4. Are your materials and activities explicitly presented and readily perceived? Can all students understand what you are presenting and asking them to do?
- 8. 5. Do you provide a supportive learning environment? Can students ask you for help? Do students feel supported in your classroom?
- 9. 6. Do you minimize unnecessary physical effort or requirements? Can all students physically do what your activities require? Does the effort required frustrate any students?
- 10. 7. Do you have a learning space that accommodates both students and instructional methods? Is there room to do the activities in your class? Do you have the space and technology needed to accommodate all students?
- 11. You have reviewed that you are using Universal Design Instructional Principles. A student is still having a behavior problem in your class. Time to do the next steps!
- 12. Step 2: Identify the individual student’s problem clearly. What exactly is the student doing? Where does it happen? When does it happen? How long does it last?
- 13. Step 3: Identify what happens before the behavior occurs. What happens to set off the problem behavior? Where/when is the behavior least likely to happen?
- 14. Step 4: Identify what happens right after the behavior occurs. What does the teacher do? What does the student do? What do the other students do?
- 15. Step 5: Identify the behavior you want the student to do in place of the problem behavior. What do you want the student to do? Does the student have the skills to do it?
- 16. Step 5: How will you teach the student the behavior? What materials or technology will help the student learn and do the new behavior or skill?
- 17. Step 6: Review what you wrote down for Steps 1-5. What available interventions match the student need? Can you intervene on your own?
- 18. Step 6: Do you need outside help for this student? Get help from school or district.
- 19. Step 7: Choose and begin an intervention.
- 20. Step 8: Keep data on your intervention results. Is the intervention working? Keep using the intervention.
- 21. Step 8: Keep data on your intervention results. If the intervention is not working, find new interventions to use.
- 22. Final Notes: This is an ongoing process. Student needs change. Know your students well, and you can better meet their needs.
- 23. References/Resources for Student Interventions Bambara, L.M. & Kern, L. (2005). Individualized Supports for Students with Problem Behaviors: Designing Positive Behavior Plans. New York: Guilford Press. Bowen, J., Jenson, W.R., & Clark, E. (2004). School-Based Interventions for Students with Behavior Problems. New York: Springer. Crone, D. A., Horner, R. H., & Hawken, L.S. (2004). Responding to Problem Behavior in Schools. New York: Guilford Press. Miltenberger, R.C. (2008). Behavior Modification Principles and Procedures. USA: Thompson Wadsworth.

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