Positive Behavior Supports, Essay Example

Response to intervention (RTI) programs are beneficial to students with special education needs because this process helps screen students to determine their unique needs. As a consequence, specialists are able to meet to discuss the individual needs of these students and to decide upon appropriate interventions that would help facilitate learning. These programs help assess the baseline academic and behavioral needs of these students to be able to determine an adequate level of scaffolding that can be used to help them build upon their already existing skills. Furthermore, the RTI process helps educators and school support staff gain a greater understanding of the steps needed for a student to achieve these goals in addition to the amount of personalized attention that will be required (Lenhart et al., 2007).

RTI can impact students in the classroom because it will allow them to work towards personalized educational goals and to be reminded of when these goals are or are not being met. This helps foster a positive classroom experience, because the students who are provided with an RTI program will have an enhanced understanding of what is expected from them in the classroom. When students are able to meet their goals, they are often rewarded for their good behavior and another goal is set (Hoyle et al., 2011). However, when these goals cannot be met, a new RTI is made in a manner that will require the student to make a smaller transitions. Therefore, all goals should be accomplishable for each student in a manner that promotes their academic advancement in the classroom.

Typically, the skills that students learn as a result of the RTI program help them in society as well as in the classroom. In many cases, students act out because they are unable to control themselves or simply because they are not sure how to behave. The RTI program is designed to help facilitate positive behavior in either situation so that’s students are able to acquire long-term goals that will eventually be implemented in the manner in which they conduct themselves as a whole. RTI programs are designed in a manner that will influence long-term behavior alterations that will benefit the students and contribute to their abilities to serve as productive members of society.

RTI programs impact the schools’ capacity to reach and support diverse learners’ uniqueness because they help both educators and relevant support staff members determine what the uniqueness of these students are (Machek et al., 2010). As a result, they are able to create personalized learning and behavioral plans to meet these individualized needs. The particular RTI assigned to a student can vary based on an individual school’s mission, vision, and values. Overall, since the staff of a school are the ones that create this plan, the intervention is consistent with the belief system of the institution. Therefore, the particular school a student attends can determine the success of this program because the culture of each school many differ.

Based on my experience and research, the RTI process helps students gain the tools needed to participate in the greater global society and economy (Marzano et al., 2001). Overall, these programs provide them with the basic skills that they need in order to improve their academic and behavioral standards, which is applicable to their future role as a worker and contributor to society. These programs will help improve the economy because they improve the efficiency of the individuals in the workforce.

References

Hoyle, C. G., Marshall, K. J., & Yell, M. L. (2011). Positive behavior supports: Tier two interventions in middle schools. Preventing School Failure, 55(3), 164-170.

Lenhart, A., Madden, M., Macgill, A.R., & Smith, A. (2007). Teen content creators. Pew Internet and American life project. Retrieved from http://pewresearch.org/pubs/670/teen-content-creators.

Machek, G. R., & Nelson, J. M. (2010). School psychologists’ perceptions regarding the practice of identifying reading disabilities: Cognitive assessment and response to intervention considerations. Psychology in the Schools.

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.