Student Intervention

Student Intervention
The study critiqued was "Factors Predicting Student Intervention when Witnessing Anti–LGBTQ
Harassment: The Influence of Peers, Teachers, and Climate." The study was comprised of high
schoolers completed a self–reporting survey on their individual intentions to intervene when
witnessing bullying or harassment particularly towards LGBTQ individuals or derogatory
statements of that nature. The goal of the study was to gain an understanding as to what would
promote intervention in students; the three possibilities or variables tested included homophobic
language, teacher intervention or student–led intervention. The study provided a thorough discussion
and comprehensible data, although well intended, several concerns were raised with how the ...
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The models included the likelihood of intervening based on hearing homophobic language, teacher
intervention, student intervention and finally a combination of both teacher and student intervention
(Wernick, et al., 2013). No clear procedures as to how the study was administered to gain these
results were given.
Due to how the study was only administered to four schools out of numerous in Michigan, it can be
concluded that the study was a cluster sampling. Cluster sampling can be a disadvantage because it
provides less precision than any other type of sampling. In addition, cluster sampling is not cost–
efficient. No specific details were given as to how participants were recruited. For the most part, it
seems that, the school took charge and the researchers simply created the study. In addition to being
a cluster sampling, the study followed the Participatory Action Research (PAR) methodology, which
can also be considered a weakness. This type of methodology is set up so that individuals who are in
this case being bullied are able to express and provide their experiences and knowledge on the topic.
With the information provided, researchers could then create different solutions or provide
suggestions as to how effectively address the issue at hand (Wernick, et al., 2013). This can be a
problem because individuals may be forced to undergo the reliving of traumatic events that have
occurred because of their sexual
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Essay on U.S. Intervention
Should the United States enter into military intervention in foreign countries for humanitarian
reason? Why? Why not? Under what conditions should the U.S. intervene if at all? History has been
shown to repeat itself, and if we don't learn from it, we are doomed to repeat it. We have watched
many genocides happen within the last decade, some of which the U.S. has intervened, and in some
cases where they have not. The United States should not intervene in foreign countries for
humanitarian reasons because the U.S. may lack investing the amount of troops and resources
necessary to make the intervention successful ; that doctrine will be abused unless there is a self–
interest at stake. Another reason why the U.S. should not intervene in ... Show more content on
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soldiers were killed. The U.S won the battle, but lost the war. Sure the U.S helped feed millions of
people for a certain period of time, but overall the intervention turned out to be unsuccessful
because once they left, starvation would soon hit Somalia once again. The Somali leader and the
main instigator of starvation was not arrested, many innocent people were killed and when the U.S
withdrew its troops, 18 soldiers' lives were lost in vain because their mission was not accomplished
with their deaths. The U.S has military all over the world, and is stretched to the limit and the
Speaker of the House Newt Gingrich is in agreement that these peace operations are "stretching our
military [to] the verge of the breaking point. (John Hillen 125). In Patrick J. Buchanan's article "The
United States Should Not Intervene in Regional Conflicts", he states that "Europeans are fully
capable of defending themselves" (118). They should form their own intervention power instead of
the U.S sending its troops from overseas. He agrees that our military is stretched thin due to
"America's overseas defense commitment, to the point that the United States would be unable to
defend itself against a concerted attack by its enemies."(118). The United States should have its
troops on its own soil, defending and securing it, and John Hillen agrees with this when he says that
"the United States must realize that a failure to be

An Evaluation Of Intervention ( Rti ) And The Essential...
1.a. Define Response to Intervention (RTI) including the essential components of RTI.
Response to intervention is a researched based intervention process that involves the instruction to
be based off data collected in order to increase a students rate of learning. RTI is school wide and
includes a multi–level system for instruction to prevent the students from failing. After intervention
are put in place students are monitored for progress. Interventions can be Tier 1 (differentiated
instruction in the classroom), Tier 2 (may be in the general education classroom, but may be other
places), or Tier 3 ( out side of the general education classroom).
1.b. Discuss how RTI relates to the Special Education referral process.
The students who do not respond to RTI either equality for special education or for special education
evaluation. The data that is collected by RTI is examined during the evaluation process.
2.a. Discuss extended response vs restricted response essays.
Restricted response essays are structured and specify the response needed from the student. These
essays require students to give a specific answer and normally have a limited amount of time and
pages. They are good at assessing a students knowledge. Extended response essays have more
flexibility. There is normally no time limit or page limit, but if they are they are minimal. These
essays require a higher level of thinking and creativity. They are good at measuring a students
understanding of a topic.
2.b.

Phase Four: Generating Possible Interventions
Phase Four: Generating possible interventions
Intervention: A force that attempts to modify some outcome.
 Actions or activities that, when put together in a systematic manner, make up a plan to achieve a
goal.
 When designing an intervention, the starting point should be the problems that were identified in
the diagnosis.
 Objectives for the intervention must be based on the diagnosis and on the contract agreed with the
client. They should clearly relate to the needs of the client and goals of the project.
The consultant did not specify interventions in this scenario, with the exception of staff in–service
meetings.
Multicultural Implications Multicultural consultation should be conducted in a culturally sensitive
manner, in which ... Show more content on Helpwriting.net ...
For staff, this there may be an adjustment period as information collected may reflect negatively on
the staff or may contradict staffs own belief about the difficult situations of communicating with
patient families. Therefore, the consultant may need to find a balance between sensitivity and
directness when presenting data. The advantage of in–service meetings is the consultant will be able
to observe characteristics of staff, such as cultural and language differences, and verbal perceptions
of death. Also, preparing the staff to acknowledge and overcome workplace resistance by team–
building activities that recognize how people deal with change may be beneficial in this scenario
(Mitchell et al.,2012). Team–based care and activities related to teams help ensure synergy,
efficiency, and connections between team–based care in interprofessional education, workforce
development, health informatics, and care coordination (Mitchell et al.,2012). Another objective
would be to stimulate development of problem–solving skills as regards to resolution of dilemmas
that are presenting in the medical

Summary: Response To Intervention
Response to Intervention (RtI) is a multi–tier approach to identifying and supporting students with
learning and behavior needs. Utilizing the RtI Problem Solving Process adapted from Little, M.E.
(2013), this case study will focus on Mattie Maddox, a student in Ms. Concepcion's 2nd grade class.
The author will describe the case; examine the causes of the underachieving student(s), identify the
interventions used, and analyze their effectiveness. Lastly, the RtI Model will be compared to the
differentiated instruction practices in a reflective form.
RtI's: Making Sense of the Problem–Solving Process "Response to Intervention (RtI) is a process
used by educators to help students who are struggling with a skill or lesson; every teacher will use
interventions (a set of teaching procedures) with any student to help them succeed in the classroom"
(Special Education Guide, 2013). RtI is composed of three main components: A tiered system of
services, a problem–solving approach, and a data collection system. Tier 1 begins with high quality,
researched based instruction and screening in the traditional classroom. The screening process
identifies the underachieving students that need Tier 2 individualized support provided in small
group setting. If those targeted students continue to struggle, they will move to the intensive level or
Tier 3. This level provides individualized, intensive skill specific interventions. If the student does
not make significant progress at this level, further evaluations will be made to decide if the student
needs special education services. ... Show more content on Helpwriting.net ...
Miss Concepcion is the veteran general education teacher in the classroom. Also on the staff at
Algorithm Elementary School is a mathematics instructional coach and a curriculum resource

The Role Of Interventions Used By Narrative Therapist
There are various types of interventions utilized by narrative therapist. The intervention used will
depend on the therapist and the client. The following are just a few of the interventions that are at a
narrative therapist disposal.
Problem Deconstruction. Deconstructed Listening and Questions. Deconstructed listening and
questions are based on the philosophical works of Jacques Derrid, narrative therapists use this
technique to help their clients track how dominate discourses are affecting them and enable them to
choose which discourses they will allow to affect their lives (Gehart, 2014). "In deconstructive
listening, the therapist listens for "gaps" in the client's understanding and ask them to fill in the
details or has them explain the ambiguities in their stories"(Gehart, 2014, p. 408). Deconstructive
questions help the client breakdown the story to see how it was constructed in the first place and to
help identify which discourse is influencing them (Gehart, 2014).
Scaffolding Conversations. Vygotsky's zone of proximal development concept is the basis of this
intervention. This concept is based on Vygotsky's theory that learning is relational so in order for
children to learn, they need to be able to interact with the new material. This concept can also apply
to adults, especially when the task is difficult for them. The therapist will use "scaffolding
conversations to move from that which is familiar to that which is novel" (Gehart, 2014, p. 409).
There are

Effects of Response to Students' Reading Intervention Essay
Selected Topic: Educational Changes Regarding Response to Intervention in Wisconsin and its
Implications for Reading Teachers
Ia. Justification for chosen topic based upon both personal and professional experience:
The Individuals with Disabilities Education Act of 2004 (IDEA) in combination with the No Child
Left Behind (NCLB) law are significantly changing the way classroom teachers, reading teachers,
and special education teachers are identifying students' needs and delivering instruction. Response
to Intervention (RTI) is becoming the prevailing model for schools in Wisconsin and across the
nation to address the learning needs of all students.
According to Fuchs and Fuchs (2006), RTI is a multi–tiered approach to ... Show more content on
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From a personal standpoint, I have known and worked with many students who have struggled with
reading and other academic tasks, yet not qualified for special education under the current
definitions. A particularly poignant example has been watching the struggles of "Suzy," the daughter
of one of my best friends, who is currently a high school freshman. Suzy has an IQ on the low end
of the average range, and has always had significant difficulty with content area classes and any
higher level thinking. She has been tested repeatedly for a learning disabilities diagnosis, but has
never qualified for any services because she has not fallen far enough behind, and her achievement
in comparison to her IQ has been considered adequate. I am interested in how RTI can help students,
like Suzy, who need teaching tailored to their individual needs before they completely fail and lose
all interest in school.
Question 1. What are the significant differences between Response to Intervention and past models
for responding to individual student needs?
RTI differs from the past models for addressing individual student needs in multiple ways. Two of
the most significant differences are the elimination of the discrepancy criterion in diagnosing
learning disabilities in favor of multi–level support for all students, and the centrality of culturally
responsive practices (Wisconsin Department of Public Instruction, 2010).
Since 1977, the

Humanitarian Intervention Essay
The key objections to humanitarian intervention include the conflict of interests with the self–
interested state and sovereignty, the difficulty of internal legitimacy, the problematical
Responsibility to Protect (R2P) doctrine, and the debate over legality of intervention. The issue of
morality stands as an overarching issue which touches on all of these. Overall, one finds that despite
a moral imperative to intervene, humanitarian intervention should not occur but is perhaps the lesser
of a series of evils.
In realist theory, states are self–interested in that their own 'relative gains' are favoured over
'absolute gains' (i.e. gains for the entire society of states). This raises questions of motive and the
potential for abuse in ... Show more content on Helpwriting.net ...
However, it can be argued that the motives behind intervention are not as important as the
interventions themselves – the moral function of humanitarian intervention is to save lives and this
can be achieved with or without altruistic motives. To this a possible reply is that seemingly unjust
intervention may aggravate the receiving state, more so perhaps in military interventions than
economic, political or social. A threatened state is arguably more likely to initiate a backlash.
However, such an argument cannot be made against a UN–sanctioned intervention, where it can be
agreed that the intervention is legitimate and in the interests of the global community. The issue of
marginalising state sovereignty completely ignores the fact that sovereignty is granted by the
international community , . The arguments that states such as China may put forward, that state
sovereignty is absolute and deserving of unadulterated respect, rests on the idea that states grant
themselves sovereignty, which upon reflection, one finds to be untrue. State sovereignty can only be
realised if it is acknowledged by the global society of states. To this a realist might argue that
theoretical sovereignty is separate from actual sovereignty, and that states will defend their
sovereignty regardless of its

State Intervention and the Economy Essay
It is widely believed by scholars that many of the varying levels of economic development between
states are the direct result of a negative correlation between the aforementioned and the varying
degrees of state intervention. In most cases it is evident that the more a state intervenes in its
economy, the less the country will develop. While, at the same time, a country whose intervention
exists at a minimal level will tend to have a stronger economy and a more rapid rate of development.
However, it is also important to understand that as with many concepts there will always be extreme
cases where the states may not strictly follow this model; in some cases they may even behave
completely opposite. These extreme cases are often due to ... Show more content on Helpwriting.net
...
However, an advocate for government failure would argue that were this to occur the market would
be worse off due to the fact that bureaucrats often pursue their best interests which may not
necessarily coincide with those of the public. In support of this belief it can be argued that since
bureaucratic agents are not elected officials they are able to implement various policies without fear
of any negative consequences such as not winning a reelection. As can be inferred from the concepts
of market and government failure; government intervention is not necessarily always a bad thing. In
fact, sometimes it can lead to the advancement of a nation. Governments whose bureaucracies act in
such a way can also be referenced as "developmental states"; which means that although the
government is interfering with the economy, the bureaucracy is focusing on the long–term interest
of the country versus the personal gain of a select few in the short–term. Amsden writes about this
concept in his article, Getting Relative Prices "Wrong": A Summary, by bringing up the idea that,
"...it promises industrial expansion if the state is strong enough merely to provide enough political
stability for a long term investments, to point prices in the right direction, and then to exit" (Amsden
147). Amsden argues that governments such as Korea, although not necessarily perfect or free of

Bystander Intervention Paper
Bystander intervention describes the act of an individual stepping in to stop a violent activity, in
which someone or something is being victimized. Bystander intervention has been well studied, in a
variety of settings and situations. The first research on this subject was done by Latané and Darley
(1968), who found that bystanders were less likely to intervene during emergencies when they were
in a group, than when they were alone. Much of the modern research looks at bystander intervention
in situations of sexual violence, particularly that which occurs among people on college campuses.
Fischer and Greitemeyer (2013) took an applied approach by examining bystander intervention with
other bystanders present or absent, in situations of varying ... Show more content on Helpwriting.net
...
(2013), Bennet and Banyard (2016) also looked at bystander invention in sexually violent situations,
but focused their research on college campuses. This research focused the relationship between the
bystanders' affiliation with victims and perpetrators and the likelihood and safety of an intervention.
Participants included 545 students who were enrolled in a psychology course at a college in the
northeast United States. The group was primarily consisted of white and freshmen and sophomore
students. Just over half were female, 29.5% reported unwelcome sexual events in adolescence, and
4.4% had been raped. Participants read stories about sexual violence in which they were assigned to
being either friends or strangers with the perpetrator, and friends or strangers with the victim. After
reading the stories, they answered surveys that asked if the scenario depicted a problem and if they
felt comfortable intervening. The results found that when participants were friends with the
perpetrator they labeled the situation as less problematic, and when they were friends with the
victim they labeled it as more problematic. Participants who knew either the victim or perpetrator
found it safer to intervene than participants who knew neither, and those who knew both individuals
found it safest. This research showed that bystander relationships with those involved in the
situation reflect identification of a problem and perceived bystander

Explain The Three Steps Of Occupational Therapy Intervention
The intervention focuses on programs that are people oriented and environmental. These are
designed to facilitate the performance of everyday tasks and adaption of settings in which the person
work, live, and socializes. Example teaching new techniques and providing equipment which
facilitate independence. It also reduces environmental barriers and providing resources. The three
steps of the treatment intervention process include intervention plan, implementation, and
intervention review. The intervention plan directs the action of the occupational therapist and
occupational therapy assistant. The intervention is developed collaboratively with the client and is
based on the client's goals and priorities. Depending on whether the client is a ... Show more content
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It may also focus on a single aspect of the domain, such as a specific performance pattern, or several
aspects of the domain such as performing skills, and context. Intervention implementation includes
the following steps determining and carrying out the type of occupational therapy intervention,
therapeutic use of self, monitoring the client's response to intervention based ongoing assessment
and reassessment of the clients progress towards his or her goals. Assessment includes the use of
standardized procedures, interviews, observations in a variety of settings and consultation with
significant person in the person life. The results of the assessment are the basis of the plan which
includes short and long term aim of treatments. When planning interventions, the occupational
therapy has the overall responsibility for intervention implementation, but the occupational therapy
practitioner is responsible for collaborating with the occupational therapy, the client, and any family
members in

Humanitarian Intervention At The 2005 World Summit
The principle of humanitarian intervention and the responsibility to protect is rooted in the belief
that ought to fulfill certain standards of protection for its own citizens. When that standard is not met
or the government itself poses a threat to its own people, foreign nations have a right and obligation
to protect those citizens from crimes against humanity. This idea arose in the 1990s (which would
later be known as the decade of humanitarian intervention) when the US was leading several
humanitarian interventions around the globe, many of which were successful. This principle was
solidified into a commitment by all UN member states at the 2005 World Summit. Though there
have been many successful interventions rooted in the belief of a responsibility to protect, the
overall idea of RtoP itself is not without flaws. Several problems surrounding the basis of
humanitarian intervention and RtoP were highlighted with the US and NATO led intervention in
Libya. The first major issue with humanitarian intervention is determining if it's justified on the
basis that the government is actually guilty of the crimes it's alleged of committing. The premise that
Gaddafi initiated the violence and attacked peaceful protesters analogous to those in Tunisia and
Egypt was false. Furthermore, it was indeed the armed rebels that initiated the conflict and turned
the uprisings to violence. It was then falsely reported that the Libyan government responded with
lethal force, when in fact

To what extent is humanitarian intervention an abandoned...
" To what extent is Humanitarian Intervention an abandoned project? "
Humanitarian Intervention is military intervention that is carried out in pursuit of humanitarian
rather than strategic objectives. This term is controversial and therefore often debated, as it is an
evaluative and subjective term. The common use of the term itself is the desire to come in help to
other people, however according to some other opinions, it is the outcome of the intervention that
defines it. Firstly, it is essential to define what is meant by the word abandoned in this context. As
HI has been happening throughout history, abandoned would imply an on–going lack or diminishing
numbers of interventions.
In humanitarianism, the most relevant key concept is ... Show more content on Helpwriting.net ...
The efficiency of humanitarian intervention is normative because of people having different views
on the output and the unlikeliness of every one being pleased by the new regime therefore it is very
hard to affirm the real results of the intervention. In 2011, a group of countries intervened during the
Libyan civil war, which lead to the abolition of Muammar Gadhafi's regime. The Operation Unified
Protector by NATO was partly successful because they achieved to kill the dictator on 20th October,
but partly ineffective because the standards of living in Libya have not increased and the state is
facing a lack of government's ruling. This case study supports the statement that HI could be an
abandoned project as it is not always favourable to everyone.
Despite the fact that there is some failures, some beneficial interventions still occur. More cases for
intervention emerge due to globalization, which implies that states have closer links to each other
and therefore the responsibility to help becomes stronger. As countries generally develop through
time, people are more educated and communication is more open, which is a factor that
governments cannot control. Thus people are here and now more educated and therefore have the
confidence to protest when they feel that their human rights are abused in their nation. Protesting
causes conflicts, that may become violent and therefore

Norms Of Humanitarian Intervention
Constructing Norms of Humanitarian Intervention Martha Finnemore– the author of the article
"Constructing Norms of Humanitarian Intervention" tries to find answer to the question why states
make humanitarian intervention while there are not any geostrategic or economic interests. In the
article she uses different case studies which help us having better undertanding about some key
constructivist concepts. The article consists of three parts where the reader is able to see author's
explanations, arguments, and claims. First part – intruduction section begins with the period since
end of the cold war when some states intervened militarily for humanitarian purposes such as
allevieting starvation or establishing order. The answer for why states interven is changing
normative context. The author empasizes the importance of normative context which shapes
conseptions of interest. Over the years the shifting in intervention behaviour causes changing in
states' behaviour. The changes have occured accordingly: changes in normative context –> changing
in state behavior. At the end of introduction section author briefly gives analysis procees which
consists of five parts, and is going to be ... Show more content on Helpwriting.net ...
However legitimacy is an important factor, mainly criticisms concern effectiveness of those
humanitarian interventions. Two priciples of UN charter briefly are explained by author: 1)States'
sovereign rights as the organizing principle of the international system and 2) promoting respect for
human rights and justice as a fundamental mission of the organization. Strict requirements about
humanitarian interventions: States accept this interventian as legitimate and humanitarian. Thus,
humanitarian intervention must bu multilateral, and must be organized under

Response To Intervention Essay
RTI, is an acronym that has become commonly used in education after No Child Left Behind was
implemented, but what does that acronym mean? Brown–Chidsey and Steege quoted Dave Tilly, a
school psychologist, as saying that RTI actually means "really terrific instruction!" RTI is defined
differently in different states. Some would argue it is Response to Intervention, while others say that
it means Response to Instruction. Brown–Chidsey and Steege state that whether you say
intervention or instruction, it does not matter; the importance is that teachers use scientific based
teaching that responds to students' learning.
There are several benefits of RTI. First, according to the Nebraska RTI website, research states that
struggling ... Show more content on Helpwriting.net ...
According to the National Center on RTI website, the first step a district needs to take to begin RTI
is to access the needs of the district and gather information on RTI. If RTI meets the needs of the
district, then an action plan should be developed. The district should form a leadership team that
consists of an administrator, general education teacher, special education teacher, and school
psychologist. Next, a universal screener should be adopted. This screener, for example, DIBELS,
should be administered three times a year. Also, professional development should be planned to
assist with the understanding of how RTI works and how the data will drive instruction.
According to the ESU10 RTI website, RTI is an educational service delivery system designed to
provide effective instruction for all students using a comprehensive and preventive problem solving
approach. RTI is a three tiered method of instructional delivery to meet the needs of most students.
The three tiers consist of the core, targeted, and intensive. The tiers represent instructional supports.
Tier one is the utilization of a researched based core instruction program. The district should
implement a universal screener to check for students learning. The goal is for districts to achieve at
least eighty percent of students meeting benchmark. If the student does not meet benchmark, then
the data is analyzed by

Solution Brief Therapy Intervention For Treatment And...
Solution Brief Therapy Intervention Identify the family members who are motivated for treatment
and arrange an initial interview. Collect specific data on the problem (what has not worked in the
past). Set specific goals. Develop a plan to create change. Intervene in ways that interrupts the
ineffective solutions. Assess outcome of treatment and terminate.
Specific Active Ingredients:
a. Developing a cooperative therapeutic alliance with the client.
b. Creating a solution versus focusing on the problem.
c. Setting measurable changeable goals.
d. Focusing on the future through future–oriented questions and discussions.
e. Scaling the ongoing attainment of the goals to get the client's evaluation of the progress made.
f. Focusing the conversation on exceptions to the client's problem.
Main interventions:
A positive, collegial, solution–focused stance– the overall attitude of the therapist is positive,
respectful, and hopeful. The general assumption is that people are resilient and continuously utilize
this to make changes. There is a strong belief that most people have the strength, wisdom, and
experience to effect change. Looking for previous solutions– the thought is that most people have
previously solved many problems, even if for a short time.
Looking for exceptions– That is, times when the problem could have happened but didn't, that can
be used by the client and therapist to co–construct solutions. No problem happens all the time.
Question vs. directives or

Od Intervention Essay
It is perhaps via conventional wisdom and understanding to consider others whom we encounter as
defined by their roles. This convention further implies that when describing a specific role, that it is
this role which partially defines a person, whether by virtue of their profession, position, or
circumstance. The roles which we engage in are distinct, and thus become synonymous with
everyday individual experiences. They help to establish certain boundaries, while also providing a
sense of assurance by way of helping us to identify and define our place within a given context and
environment for which we may better understand our place in society, specifically in relation to
others.
Therefore, when identifying and defining respective individual ... Show more content on
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To answer this question, Burke (2011) suggests that perhaps a more accurate assessment is to change
the paradigm of how one might define the 'client' by describing the client as the relationships or
interfaces established between individuals, which is where the focus of the intervention is to be
directed. Although this may initially seem somewhat perplexing, it does provide an alternative
point–of–view when considering OD intervention, and its intended purposes. Defining a role as
something rather than someone, for instance relationship rather than position, does not appear to
follow conventional wisdom, as it seems rather unintuitive. However, when considering OD
intervention, this shift in our paradigm may help provide a more accurate definition when
considering the work involved. Specifically, within the context of OD intervention, one must
consider that no individual is an "island unto himself"; every individual role exists in relationship
with and to others, regardless of his or her position, and these relationships emerge from our
interactions, communications, and experiences with and between each–other. Each person is
therefore part of a greater whole, and it is within this context that the intervention can take place.
Therefore, this distinction between an individuals' role and position, is perhaps of greatest
importance when thinking of OD intervention, since it is not the role or position itself that needs
consideration, but the interactions that take place between

Importance Of Humanitarian Intervention
Humanitarian intervention is something that is questioned by many people. Is it ever justified, or is
it something that should be prevented? To fully understand the benefits humanitarian intervention
has, you need to understand what this term means, why there are some people against it, and why
some support it. Like most things we encounter, humanitarian intervention can be improved in many
ways, but this does not mean it is not justified. If we do not step in to help those in need, even when
we have the available resources, it seems to be a crime within itself. I believe that humanitarian
intervention is justified and should not be stopped.
One thing that is important to keep in mind is that humanitarian intervention is not the same thing as
humanitarian assistance. Where humanitarian assistance does not use force, humanitarian
intervention does. There are some key principles that make up the term humanitarian intervention.
Those principles state that force is used by the military of a third party to protect citizens in a
country, who are in danger or abused, because the state in which they live in is not able to or refuses
to do so (Geras 99). Looking through various sources, it is obvious that countries are aware of
humanitarian intervention, and its impact. The quote "And in Africa, the African Union, which
succeeded the Organization of African Unity (OAU), has institutionalized a "right of humanitarian
intervention" in 'grave circumstances'" (Wiley 90), emphasizes

Summary Of The Response To Intervention
Chapter 3 The Response to Intervention, Referral, and Placement Process Reflection and Summary
By: S. Elizabeth Jackson Examining the Response to Intervention (RTI) Process Response to
Intervention (RTI) is an in school service program designed to guarantee that all students are getting
a high quality education. Before students are referred for special education services, it is essential
that they receive effective teaching designed to meet their own learning requirements. All students in
public schools are required to be included in the RTI program. While the different program may
vary from state to state, the basis of the models are the same. The RTI process has three tiers. In tier
one is labeled curriculum–based classroom ... Show more content on Helpwriting.net ...
Teachers, during tier one, should closely follow the GREAT guidelines. Teachers are also expected
to differentiate instruction for those who are struggling. Tier two teachers expected to collect
extensive data on the at risk student. Teachers are to collect data not only on information the student
got wrong, but also when they were correct. This aids in a more correct placement, if needed. The
final tier of the RTI process, tier three, is where all the data collection comes into play. In order for a
student to be admitted into tier three, there has to be adequate evidence to support this claim. The
teacher needs to continue to collect data to provide information on whether or not the student has
made progress with the interventions in place. The teacher may asked to organize the data collected
during the previous interventions. The text suggest that the teacher may be asked to collect this data
in the form of a visual aid, such as a bar graph. Process of Determining if a Student has a Disability
and the Responsibilities of the Teacher When all the tiers of RTI have been utilized, the Students
Support Team (SST) decides if the next appropriate step for the student is a referral to special
education. Biased on the information gathered during the RTI process, the SST will appraise and see
if the student meets the criteria for one of the IDEA categories of disability. The disability or
impairment must have an unwanted

Read 180 : Intervention At Allen
Read 180 Intervention at Allen
READ 180 Next Generation is a reading intervention program created by Scholastic in 1999
("Scholastic launches", 2011). This program was created to provide strategic reading intervention to
meet the needs of struggling readings including English language learners (ELL) and students with
disabilities, with age–appropriate and unique content for students in grades 4–12+. (Scholastic,
2014). READ 180 is a carefully researched reading intervention program with hundreds of
Scholastic generated studies and third party studies for the last fifteen years. Marion Community
Schools adopted the program in the early millennium to use as a Tier II intervention for grades third
through eighth.
READ 180 Next Generation is designed around common core and the rigor that comes with the
Common Core initiative (Scholastic, 2014). In 2011 READ 180 was used by more than one million
students every day, largely students from schools who have written in READ 180 to their school
improvement documents ("Scholastic launches", 2011). The program's recommendations are to use
READ 180 during a 90 minute reading block (Scholastic, 2014). According to Scholastic the
program begins with whole group instruction for twenty minutes. Teachers are to begin the class
using reading skills and strategies, academic vocabulary, writing, and grammar to the whole class.
Students then work on the READ 180 software on computers where they follow a learning path,
which allows them to work

The Negative Effects Of Humanitarian Intervention
"The basic principle of common morality states that humans have rights not as member of particular
community, but as members of human community and there is a common moral world" (Rashid,
2012). Human rights are shared universally but what happens when these human rights are violated?
When is the right time to intervene when someone is being harassed in the street? Humanitarian
intervention should occur then the targeted group's violation is violated to an extent where they can
no longer defend themselves. Humanitarian intervention may be seen as inefficient and ineffective
due to the time it takes to occur, and the bias that comes from the intervention, however
humanitarian intervention is necessary to monitor on a state's treatment towards it's citizens and it
saves the lives of the people in a state. Although humanitarian intervention faces a lot of criticism, it
is important to note that what may happen with or without intervention when a country faces
problems. The positive effects of humanitarian intervention would be that a new understanding of
sovereignty would exits (Krylov, 1995). What can be taken from this is that sovereignty is not
absolute. In Allen Buchanan's article, humanitarian intervention is often defined as an infraction of
the sovereignty of the state because of other states trying to protect human rights (Buchanan, 1999).
This is often considered a problem of morality because intervention of a state is viewed negatively.
It is important to determine

The Importance Of Response To Intervention
Response to Intervention, commonly known as RtI, is "a multi–tier approach to the early
identification and support of students with learning and behavior needs" (Learn About RtI, para. 1,
n.d.). New York State requires many things for the RtI program. These requirements include:
appropriate instruction, instruction matched to the students' needs, repeated assessments of the
student's achievement, implementation of student information to make educational decisions,
students must be screened, and parents must be notified (What is RtI, 2017).
RtI level one, which is also known as Tier 1, involves all students. All students receive a classroom
instruction with a competent and a qualified teacher. All students receive basic screening and
assessments ... Show more content on Helpwriting.net ...
Richards, we discussed how the teachers within our school study the data of each student. She
explained that data needs to be collected for all interventions and that it is very important to have at
least six to eight weeks of data. The intervention should have specific target skills and goals. Student
goals should be created so that they can have quantifiable data. For example they should be written
as "Jimmy will read 40 out of 46 sight words" instead of "Jimmy will increase his reading skills."
Also the goals should be created so that the target is something that is attainable in a six to eight
week intervention period. Many teachers create an intervention binder or folder for their students to
collect data in. The school district I am in uses a form that has the goal, skill, date of intervention,
data of progress, and other components on it so that teachers use a uniform data sheet that can be
understood by everyone (H. Richards, personal communication, March 16,

The Role Of Response To Intervention In Special Education
The Roots of Response to Intervention
In 2002, the President's Commision on Excellence in Special Education report stated that many
students are "placed in special education are instructional casualties and not students with
disabilities. They noted that almost half of all children in special education were identified as having
a learning disability, and this group has grown since 1976. 80% of those students with learning
disabilities are there " simply because they haven't learned how to read." Thus, many children
receiving special education because they weren't taught to read, and few close the achievement gap
(President's Commision on Excellence in Special Education, 2002).
The reauthorization of Individuals with Disabilities Education ... Show more content on
Helpwriting.net ...
Their framework includes a schoolwide or districtwide comprehensive system of social–emotional
learning and behavioral supports, where educators model respectful behaviors, support engagement
and connectedness to school, assess the climate, with early intervention to prevents more serious
issues later, as well as making sure teachers address the same social–emotional competencies and
behavioral expectations across grades (Connecticut State Department of Education Bureau of
School and District Improvement, 2003).
Connecticut refers to the response to instruction framework as Scientific Research–Based
Interventions. The state of Connecticut's Department of Education identifies these basic principles
when planning a program that uses Scientific Research–Based Interventions (SRBI) (Connecticut
State Department of Education Bureau of School and District Improvement,2003):
The assumption that scientific research should be used to inform educational practice as much as

Response To Intervention Research
The article CAN STUDENTS RUN THEIR OWN INTERVENTIONS?: A SELF–
ADMINISTERED MATH FLUENCY INTERVENTION written by David M. Hulac, Kayla
Dejong, and Nicholas Benson caries the discussion further on the implementation of response to
intervention, especially in the area of mathematics. The article begins with expansion of response to
intervention (RTI) in the past recent years but the limited amount research conducted in the area of
mathematics. A comparison is drawn between research found within the area of mathematics thus
far is the use of working memory. It is agreed that students who relay heavily on working memory,
are not able to free the working memory to learn new information and are unable to free it to process
new information. The intervention ... Show more content on Helpwriting.net ...
This reflected a 48.7% increase from baseline to intervention phase.... The average Maze–CBM
score for the entire fourth–grade cohort increased from 16.0 answers correct during the baseline
phase to 17.6 during the intervention phase... The mean difference between phases was calculated at
10%...Overall, 170 steps were observed, with participants following 163 steps of the intervention
correctly, or 95.9%." The results were taken from the figures based on the measurements selected
and answered the what is being measured. It appears that these were the results that the researchers
were hopefully anticipating, but the results that were recorded were not surprising due to the
researchers left that little room for critique. The researchers covered all areas that could have been
brought up for concern and was very detailed in explaining outcome of results. However, since the
research was performed within four weeks, I wonder what results would have looked like if the
duration of research was

Response Of Intervention ( Rti ) Process
Response to Intervention Process Joey Veltri Reinhardt Univsersity Introduction The response to
intervention (RTI) process allows educators to respond to students' academic and behavioral needs
in the classroom. Educators can respond to student challenges by using instructional interventions to
provide extra support to struggling students. An intervention is a type of instruction targeted to meet
the learning and/or behavioral needs of a student. Interventions are in addition to the general
classroom instruction. The interventions may vary in intensity. They can increase or decrease in
intensity as determined by students' needs. Students are progress monitored by using checkpoints to
measure their performance. Progress monitoring is a ... Show more content on Helpwriting.net ...
Every student engages in high quality instruction in the classroom at the Tier 1 level. In Tier 1,
students get a daily opportunity to learn grade level curriculum and get basic differentiation to
support their needs. The grade level standards are taught using research based, best practices.
Teachers may work with small groups and provide hands – on activities to make learning
meaningful and relevant to students. All students receive periodic assessments that allow the teacher
to identify if they require more intense support. Often times, schools will implement a schoolwide
screening tool to benchmark students and determine if they need supplemental instruction to meet
grade level expectations. Data collection from these assessments helps to guide teacher instruction
and will also help to determine if a student needs more support in one or more academic areas. RTI
Pyramid Tier 2 If a student is needing extra support in grasping grade level curriculum, they are
moved into Tier 2. Tier 2 is the second level in the RTI pyramid and allows for more support to a
struggling student. The student will still receive differentiated instruction just as they were given in
the Tier 1 level. In Tier 2, a support team including the classroom teacher, an early intervention
teacher, and parents work together to create a learning plan that works best for the student. Parents
will be informed of their child 's

U.S Human Rights Intervention Essay
Should the U.S. intervene to prevent or end violations of human rights (including genocide) in
foreign countries when these violations do not directly affect other American interests?
The United States is a growing global power and presence. Most other countries are not. We are
often called upon to engage in conflict situations like preventing violations of human rights and
genocide. Intervening only where our national interest is concerned would only bring about negative
reactions, which could undermine our effectiveness and especially our international credibility.
Therefore, the U.S. should seek to intervene in and prevent violations of human rights not only
where we have other interests but in most other ... Show more content on Helpwriting.net ...
should intervene whether national interest are involved or not because this will continue to ensure
that the U.S. plays a major role in shaping other countries foreign policy and remaining a key player
in world politics. Editor and Author, Robert Kagan maintains in his book, "American Power – A
guide for the perplexed" that American "national interests" need to be interpreted broadly to take
into account the country's position as world leader.
Intervening only where our interests are involved will make other countries suspicious in their
dealings with the U.S. in most other aspects. If countries realize that the U.S. intervenes only when
American national interest is involved, they might become hostile to U.S. advances because they
might think the U.S. wants to gain something from them. In short, other countries would regard us
as a selfish country, only concerned with human rights internally and concerned with where we can
gain externally. Acting only where our national interest are concerned may open up opportunities for
endless frivolous complaints to be lodged against the United States as a global power and presence.
Lastly, if U.S. intervention in the prevention of human rights is based solely on other American
interests, our world today will be a "world of crisis", so to speak, because such crimes as genocide,
crimes against humanity, violations of human rights and humanitarian law would be much more
commonplace and no

Essay On Reading Intervention
English language learners tend to fall behind their peers due to the inability to read or understand the
language. There are various students who identify themselves as English learners and almost 10% of
public school students in the United States participate in school– based programs for ELs
(Amendum, Bratsch–Hines, and Vernon–Feagans 2017). Many students still tend to lack and
struggle in reading and language development. To help English learner's different types of
interventions are being developed that focus on the needs of the students. Through various strategies
like the Core Intervention Model and the Targeted Reading Intervention help struggling students
perform at a standard level with their peers.
A recent intervention that is ... Show more content on Helpwriting.net ...
It is important to not provide additional verbal instruction between the staircase steps because the
students are English learners who may not understand the various vocabulary words used while
giving the extra instructions. If more explanation is given it can increase the difficulty for Els
because it imposes additional language demands and it can distract them from the phonological
focus that they are supposed to be learning (Gerbert etal 2006). It is hard enough for them to
understand what is being ask of them and giving them extra instructions will just confuse them. It is
important to use rapid pace, explicit and concise questions, and to use enthusiastic praise
immediately after a child responds because the students who are struggling are falling behind their
peers, using a fast paced can lead them to catch up within a short time frame. By using a fast pace
approach students have less time of being distracted, it keeps them focus on the material. To be
explicit and concise the teacher fist needs to model the activity he/she wants the students to do, for
struggling readers they need to be taught first of what they need to do to learn the material (Richards
& Leafstedt 2009). By demonstrating to the students what the teacher is asking for they get an idea
of what is expected from them. Once the teacher demonstrates the correct way to do it,

Intervention Appropriation Of An Urban School
"A Critical Practice Analysis of Response to intervention Appropriation in an Urban School" written
by Kathleen A. King Thorius, Brendan D. Maxcy, Erin Macey, and Adrienne Cox, highlights some
key difficulties urban schools face through the enactment of Response to Intervention. Response to
Intervention emerged in the early 2000's when the field of special education was critiqued on the
way they diagnosed and identified students with learning disabilities. RTI is done through
interviews, mentoring and monitoring. The intensity of the intervention undergoes three or four tiers
in particular; Tier 1 is when all students are provided with general education and are supervised
based on the improvement and expectancy for the age and grade and Tier 2 occurs when the teachers
are not noticing improvements. Tier 2 is simply when the specified students receive more skill–
oriented testing and monitoring. If there is no improvement seen, they are moved to Tier 3, which is
when the students receive the most intensive instruction. If there is no improvement in this tier, they
are then receiving Tier 4 instruction, which is otherwise known as special education. RTI provides a
structure of how to supply intervention for those children struggling academically in fields that they
previously lacked. However, as displayed in this article, the context of what occurs during this
meeting still requires a bit more structure.
Conducting the process of RTI is difficult due to the U.S. education

Teacher Perspectives for Response to Intervention Essay...
Teacher Perceptions of the Response to Intervention Model
Introduction
Response to Intervention (RTI) is a system–wide approach in general education to prevent and/or
resolve lack of student success. RTI provides the framework and means to meet the needs of all
learners, especially struggling learners, by using data–based decisions to identify the students, link
interventions and instruction to their needs, monitor their progress, and make adjustments as needed
based on an ongoing review of the data. Schools are restructuring to include the formation of data
teams at the school and/or grade level. The team is responsible for analyzing achievement and
behavior data, setting norms to determine expected growth for students, determining ... Show more
content on Helpwriting.net ...
As the system coordinator for Response to Intervention services, I witness firsthand the frustrations
teachers experience with this state mandated practice. One concern that has been shared with me is
the lack of training that teachers are exposed to regarding implementing RTI. Teachers note that it
appears to be a top down approach and little to no information makes it back to the classroom level.
A second concern is how to find the time to implement intervention when there are strict guidelines
to class scheduling, lack of funding, and no additional support personnel available, especially at the
high school level.
The intent of this study is to learn about teacher perceptions surrounding implementation of the
Response to Intervention model. The focus will be on selected experienced teachers currently
employed by the Valdosta City School system. The central questions to the study include but are not
limited to the following:
What knowledge do you have surrounding implementing RTI in your classroom? How is Response
to Intervention practiced in your classroom? What research based practices are utilized in
classrooms? How do you monitor a student's response to an intervention? What are some core issues
with implementing RTI in classrooms? What supports are in place to meet

Response to Intervention: Service Delivery Options
Response to intervention (RTI) is an assessment procedure that consists of a multi–step approach to
progressively intensive intervention and monitoring within general education for purposes of
improving achievement outcomes and accurately recognizing students with learning disabilities.
Components of the RTI process include universal screening, multi–tiered levels of support,
evidence–based intervention, and using students' responsiveness to evaluate the status of their
progress (Jenkins, Schiller, Blackorby, Thayer, & Tilly, 2013). Universal screening measures for
students are not likely to result in definite identification for special education. Before students are
placed they must be correctly identified with a precise assessment ... Show more content on
Helpwriting.net ...
For this class the teachers also incorporate technological advancements into the reading curriculum
by implementing computer programs that teach phonic and language awareness with sight word
decoding and recognition. The computer programs are particularly useful for providing positive
incentives for the students as they view instructional games as rewards for accomplishments in
classroom tasks; therefore the students continue to learn, independently, in addition to their work in
class with their peers and teacher. In regards to the reading program it is appropriate for each special
education and at–risk student. The reading program is implemented with specifications acquiescing
to their individual education programs (IEP), and recommended reading levels. Although the
students are working together in a small group in the second tier of the intervention process, each
student progresses according to individual achievement based on goals designated in their IEP, and
teacher recommendations based on their current reading grade level. The individual responsiveness
of each student determines whether they transition to the third tier of the RTI process, or if they are
able to appropriately progress at the current level of intervention. Presently, the two at risk students
have maintained the status quo, not progressing sufficiently, and have

Abc Model of Crisis Intervention
ABC Model of Crisis Intervention
ABC Model of Crisis Intervention
Introduction
Every person ultimately experiences crisis moments that may differ in content but tend have specific
shared characteristics. Usually, crisis entails loss, threat, as well as the unexpected. There have been
various theoretical techniques provided for assisting those functioning through crisis. Generally, the
most effectual techniques tend to follow a short therapeutic model which stresses the episode
isolated from other problems and seeks an action plan to mitigate the crisis. The ABC model
provides a useful instrument to enhance the counseling procedure. "A" stands for basic attending
skills, "B" stands for the identification of problem and healing ... Show more content on
Helpwriting.net ...
Jones house. The officers will try knocking at Mr. Jones door, hopefully he will accept to open and if
he fails, they will establish a friendly way of accessing the house. Mr. John can help in this, since he
understands the house better. After gaining the access to the house, Mr. John will assist the officers
in identifying Mr. Jones and in a cheerful mood, the officers will greet him and make a friendly
introduction, elaborating the reason for their visit. The person elaborating the reason for the visit
should use more cheerful and joking language to make Mr. Jones feel at ease and willing to
welcome his guests.
Handshake will be exchange after Mr. Jones is comfortable with the group and the fear of intrusion
is over. The handshake should also involve assurance eye contact to make him feel freer and secure
while talking with the officers. The officer in charge will mention how much they appreciate Mr.
John's concern about his neighbors welfare, and how this reflect on their strong friendship bond, in a
joking manner to clean the tension that could be remaining. Mr. Jones will also be given an
opportunity to introduce himself and say a word regarding the visit if willing to do so. At this
moment Mr. Jones is expected to give his state or explain why he has not been meeting his friends as
usual. The officers should note if there is any fear or avoidance to talk about certain issues
concerning his wellbeing, especially when addressing Mr. John's concern

Government Interventions are Failing
Introduction Around the world, governments, mostly intervenes in the market in order to accomplish
their policy objectives. The government's policy objectives or goals could be related to economics,
ranging from stabilization of prices, export promoting, encourage equal distributions for income and
commodity protection. The examples as per above proves that government intervention is not only
limited to economic effects but also influences the society. There are two (2) types of usual
regulated government interventions, which are automatic and discretionary. Automatic can be
defined as intervention which is based on rules and regulations. On the other side, government
interventions which are discretionary mostly targets stopping, suspension or limitation of a certain
contract market. An early review of government market interventions shows that discretionary based
interventions usually fails in accomplishing targeted policy objective compared to interventions
based on rules as the latter proves to be more successful in a market economy. At the same time,
discretionary interventions give results that are undesired and this could be quite damaging to the
government. The harmfulness in this aspect can be defined as total impact on those involved in
either marketing or producing commodities.
Government Intervention in the Markets Some of the reasons which cause government interventions
are in order to overcome market failure, to accomplish an equal distribution

Intervention : Where Education Is Heading
Response to Intervention: Where Education Is Heading.
Kyle Manfredonia
Baldwin Wallace University
July 23, 2015
Introduction Education is an ever changing system that allows teachers and families to come
together to create opportunities for students throughout the country. Response to Intervention (RTI)
is a model that exhibits the adaptability our education system has. RTI has a tremendous amount of
positives that bring professionals, students, and guardians together to create an opportunity for those
in the program to have a chance at being successful. Throughout the research we will look at the
history and benefits of what RTI brings to our educational system.
Historical Background of Response to Intervention Response to Intervention first came about to
help answer the question about the over–identification of students who are struggling in the
classroom compared those who are in need of Special Education. It started with Individuals with
Disabilities Education Act (IDEA – 97) which took the general education and special education and
made them more of a single system that can work together. Then in 2004, IDEA was re–evaluated
and renamed to Individuals with Disabilities Education Improvement Act (IDEIA). This law still
stressed the importance of bringing general education and special education together as one but
added that relying on the testing of a child's I.Q as a required action for the identification of a

Bystander Intervention
StepUp is an interactive workshop that talks about how to intervene in situations with problematic
behavior either intentional and unintentional. In the workshop, I learned how to assess challenging
situations and determine how to safely intercede and still be protected from or not exposed to danger
or risk implementing the 3Ds– Direct, Distract, and Delegate. I also learned about "Bystander
Intervention"– a philosophy and strategy for prevention of various types of violence, including
bullying, hazing, harassment, sexual assault, relationship violence, discrimination, binge–drinking,
and mental health concerns. How these are of great importance was addressed as well– why these
prevent the pre–mentioned harmful situations and how we can use them.
Using these techniques– direct, delegate and distract to help someone get out of a bad situation
made me feel happy to be able to make a difference in someone else's life because of the possible
outcomes that could have happened if I did not help. Also, these techniques made me feel safer in a
party setting in that if I'm aware and actively using it to help others, it is likely that others are doing
the same. Although I usually do not find myself in a setting that these would be particularly useful, I
feel like I would be of good help if I ... Show more content on Helpwriting.net ...
There have definitely been times I wish someone would have stepped up but one that especially
comes to mind is when I was being pressured into having my first drink. I had gone with the
intention of not drinking and made it clear to the people I was with. The conversation headed into
the fact that I had never drunk which turned into a drink being pushed at my face. Though I was able
to assert myself and refuse, it would have been nice if someone had stepped up, especially since I
had made it clear to the aggressor that I was not going to

The Pros And Cons Of Humanitarian Intervention
Humanitarian intervention has brought as much help and support to the world as it has brought
unrest. The nature of intervention involves another actor intervening in another state. Therefore,
sovereignty becomes conditional. When and how to intervene is one challenge. Many countries
deploy military forces into conflict zones or diplomatic tools. The UN deploys Peacekeepers,
unarmed forces. Timing still remains a contested issue, when to arrive and when to leave. In
addition, many interventions lack a consensus from regional or international actors, for example, the
recent US–led intervention in Libya. The African Union was against it; but, the Arab League was for
it. International organizations and states should create an in–depth comprehension of the situation
and a coherent, concise plan, including a timeline, objectives, and exit strategy, when conducting a
humanitarian intervention. In the early 1990s, Somalia was facing a famine outbreak. There were
signs of a potential civil war. The US marines provided famine assistance in December 1992
(Goldstein et al. 1). US troops were unprepared to deal with the political turmoil that was plaguing
the country and faced shooting skirmishes with militants groups. 18 US soldiers were killed in the
"Black Hawk Dawn" incident, one soldier's dead body was dragged through the streets (Goldstein et
al. 1). This event forced President Bill Clinton to withdraw troops leaving Somalia in a state of civil
war. In conclusion, the US failed

A Future Trend in Crisis Intervention (Mental Health and...
Running head: A FUTURE TREND IN CRISIS INTERVENTION A Future Trend in Crisis
Intervention Your Name HERE University of Phoenix Mental Health and Crisis Interventions BSHS
471 INSTRUCTOR HERE DATE HERE A Future Trend in Crisis Intervention As the population in
the United States continues to climb the need for human services professionals does the same.
Human service agencies are often face the dilemmas of being over–worked and under paid.
Professionals in this field are often prone to burnout because of these dilemmas. Sadly, human
service agencies are often the first to experience budget cuts. These budget cuts affect the human
service professional's organization, facility, coworkers, pay, clients, and their personal ... Show more
This natural ability paired with his or her training will make them competent to handle crisis.
Incidentally, there will also be those who pursue the human service paraprofessional career field for
the wrong reasons and they will not be able to be affective while assisting those in crisis. These
individuals could potentially cause more harm than good for the client or clients in crisis. This
especially applies in the case of suicide. The following quote supports this idea. Suicide does not
generally come without warning. Almost always, persons considering it show symptoms or provide
clues to their intent. It is important, however, for crisis workers to know how to read these and be
able to distinguish between myth and reality. (Kanel, 2003, p. 76) Trend Challenges Ineffective
workers exist in every career field. The difference may be that with a paraprofessional opportunity
people may view it as a "quick–fix" for a good job. These types of workers are hard to identify until
he or she begins working directly with clients. At this point it may be hard or even impossible to
identify and intervene on possible ineffective approaches used by the paraprofessional. During
crisis, there will likely not be a second chance at proper intervention. Paraprofessionals will likely
have direct supervision from professional clinicians. This will help ensure the quality of services
being rendered as well as a reference point for the paraprofessional to

An Evaluation Of Intervention ( Rti )
Response to Intervention (RtI) is an academic framework that has been adopted by school districts
across the country to help create a structure in which all students receiving the supports they need to
be successful in school. The RtI Action Network defines RtI as "a multi–tier approach to the early
identification and support of students with learning and behavior needs."
(http://www.rtinetwork.org/learn/what/whatisrti) An RtI framework addresses both academic
concerns and behavior concerns. The behavior framework of RtI is often called Positive Behavioral
Interventions and Supports or PBIS. RtI has three tiers in which to address the academic and
behavioral needs of all students. Tier 1 consists of high quality instruction to all students, including
differentiation, and subsequent screening of all students to determine who is in need of further
support. Tier 2 are targeted interventions for those students who are screened and it has been
determined these students are in need of greater support than what is provided in Tier 1 alone. Tier 3
consists of intensive interventions for those students who have shown little or no progress with tier 2
interventions and school personnel have determined the student needs more intense and
individualized support. As a school counselor I will be very involved with both RtI Academics and
PBIS as a framework to work with all students and determine the level of support each individual
student will need.
RtI Academics is a framework to

Response to Intervention in the Class Room Essay
Response to Intervention Response to Intervention (RtI) is a framework based off the problem
solving method that integrates assessment, and targeted instruction, within a multi–tiered
intervention system. Implementation of RtI in schools is crucial to identify which students need
additional intervention that will help increase their literacy skills, and prevent them from falling
behind. RtI is based off multi–leveled tiers that are each categorized by the intensity of the
intervention that is being used. The RtI framework is also used as a valued tool in monitoring and
improving student behavior in the classroom through a model known as Positive Behavioral
Intervention Support (PBIS). RtI was designed to provide early intervention to ... Show more
If the appropriate progress is not made by a student in Tier III in a timely matter, the next step would
be to test the student for any learning disabilities that are hindering their literacy skills. RtI works at
its best when personal from across the school, including administrators, general education teachers,
special education teachers, supplemental specialists, music and gym teachers, and counselors all
collaborate to support the framework, because each staff member shares equal responsibility for the
success and failure of all students (Shapiro 2011). RtI needs the full support of all staff members,
because it does not show immediate results and could take between 3–5 years to see its positive
impact. RtI gives schools the chance to correct literacy issues, and fix the problem early, before
students' progress forward where they pay for it long into their future. RtI also helps implement
behavioral interventions in the classroom through a similar process called Positive Behavioral
Interventions and Supports (PBIS). PBIS is based on a problem–solving model and aims to prevent
inappropriate behavior through teaching and reinforcing appropriate behaviors (Sandomierski,
Kincaid & Algozzine, 2007). Both RtI and PBIS are grounded in differentiated instruction; a type of
instruction that is beneficial to all types of students with

The Components Of Effective Handwriting Interventions For...
What are the components of effective handwriting interventions for typical primary school age
children with handwriting difficulties?
2.2 Search strategy
Following the formulation of the research question, in February 2015 a systematic approach was
taken to search the existing evidence of interventions for primary school children with handwriting
difficulties and all occupational therapy.
A search was carried out using 5 bibliographic databases. Databases related to healthcare were
selected based on relevance to the topic of occupational therapy and handwriting. Initial electronic
searches were carried out on the databases in December 2014 to ensure the literature involved was a
comprehensive measure available on this topic. ... Show more content on Helpwriting.net ...
2.3 Criteria for searching the literature
Exclusion criteria were set up to determine the most relevant articles be included to inform for the
research question (Aveyard 2010).
Studies that included children with medical or educational diagnoses that may confound the results
were excluded from the search (e.g. developmental coordination disorder, autism, severe
developmental delay, etc.).
As this study aims to explore and compare the components of handwriting interventions that are
effective; studies that did not describe an intervention strategy to improve handwriting were
excluded from the review.
2.4 Critical Appraisal
In order to assess the validity and usefulness of the papers, a systematic approach is used to
critically appraise the research (Young and Soloman, 2009). All papers in this review have been
critically appraised using the critical appraisal protocol CASP (Public Health Resource Unit
(PHRU) 2007) which is a recognised tool (Aveyard 2010). These can be found in the appendix
(appendices 1 – 5).
2.5 Searching the papers
A total of 152 papers were found through database searching. A further 5 papers were found through
reference lists of relevant papers. 141 papers remained when duplicates were removed. After
scanning the titles of the papers, 116 were removed, as they were irrelevant to the topic of

handwriting interventions for primary school children. After reading through the abstract of the
remaining 12 papers, a further 7

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