By Melissa Stormont, Wendy M. Reinke, Keith C. Herman, Erica S. Lembke
This publication is within the Guilford functional Intervention within the colleges Series.
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Extra info for Academic and Behavior Supports for At-Risk Students: Tier 2 Interventions
The negative notes home and reactive stance (without proactive supports) will likely exacerbate his behavior in both home and school settings. Communicating Positively Ask parents how often a school professional has contacted them unexpectedly with positive information about their child. The majority will likely say never or not very often. It is vital that professionals make a point to communicate more positive information than negative information about a child and that they keep information on their number of contacts with families to monitor communication.
When properly used, a problem-solving model, inherent in most RTI models, includes many of the critical elements of cultural responsiveness defined above. Problemsolving models emphasize gaining an ecological understanding of the problem through systematic assessment across settings and systems. As such effective teams that use problemsolving models do not operate from a within child-deficit perspective. Rather the assumption is that problematic academic or social behaviors arise in response to an interaction between the child and various systems.
2006). , 2006): knowing families and honoring cultural diversity, communicating positively, and demonstrating commitment and competence. , externalizing behavior). Through use of these practices, trust can be established, which is a key element to sustainable positive relationships (Fish, 2002; Ortiz & Flanagan, 2002). 7). Accordingly, if professionals understand who is part of a student’s family, then they can work to involve those family members in different capacities. S. Census, 2000). In other cases an aunt and older cousins may be available to help with children’s homework in the evening or on the weekend while their parent is working.
Academic and Behavior Supports for At-Risk Students: Tier 2 Interventions by Melissa Stormont, Wendy M. Reinke, Keith C. Herman, Erica S. Lembke