Active Supervision: An Effective, Efficient, Low-Intensity Strategy to Support Student Success

2018 ◽  
Vol 27 (3) ◽  
pp. 153-159 ◽  
Author(s):  
Holly M. Menzies ◽  
Kathleen Lynne Lane ◽  
Wendy Peia Oakes ◽  
Karen Ruth ◽  
Emily D. Cantwell ◽  
...  
Keyword(s):  
Student Engagement ◽  
Student Success ◽  
Disruptive Behavior ◽  
Challenging Behavior ◽  
Successful Implementation ◽  
Step Process ◽  
Low Intensity ◽  
Practical Strategy

Active supervision is a practical strategy for increasing student engagement and decreasing student disruptive behavior. In this article, we describe a step-by-step process for using active supervision, with teaching tips to assist with successful implementation. Throughout the article we offer lessons from the field featuring the perspectives of practitioners who have used active supervision in classrooms that include students with challenging behavior.

Instructional Choice: An Effective, Efficient, Low-Intensity Strategy to Support Student Success

2018 ◽  
Vol 27 (3) ◽  
pp. 160-167 ◽  
Author(s):  
Kathleen Lynne Lane ◽  
Holly M. Menzies ◽  
Robin Parks Ennis ◽  
Wendy Peia Oakes ◽  
David James Royer ◽  
...  
Keyword(s):  
Student Engagement ◽  
Student Success ◽  
Challenging Behavior ◽  
Emotional And Behavioral Disorders ◽  
Successful Implementation ◽  
Students At Risk ◽  
Step Process ◽  
Classroom Activities ◽  
Low Intensity ◽  
Practical Strategy

Instructional choice is a practical strategy for increasing student engagement and decreasing challenging behavior. In this article, we describe a step-by-step process for incorporating instructional choice into classroom activities, with teaching tips to assist with successful implementation. Throughout the article, we offer lessons from the field featuring the perspectives of practitioners and students who have used instructional choice in classrooms that include students at risk for emotional and behavioral disorders.

Instructional Feedback: An Effective, Efficient, Low-Intensity Strategy to Support Student Success

2018 ◽  
Vol 27 (3) ◽  
pp. 168-174
Author(s):  
Wendy Peia Oakes ◽  
Kathleen Lynne Lane ◽  
Holly M. Menzies ◽  
Mark Matthew Buckman
Keyword(s):  
Student Success ◽  
Student Learning ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Successful Implementation ◽  
Step Process ◽  
Instructional Feedback ◽  
Response To Instruction ◽  
Low Intensity ◽  
Practical Strategy

Instructional feedback is a practical strategy for monitoring student learning in response to instruction and providing prompts to students to confirm, refine, or clarify their misunderstandings. In this article, we describe a step-by-step process for using instructional feedback, with teaching tips to assist successful implementation with all students, including those with emotional and behavioral disorders. Throughout the article, we offer lessons from practitioners who have successfully used instructional feedback in their classrooms.

Behavior-Specific Praise: An Effective, Efficient, Low-Intensity Strategy to Support Student Success

2018 ◽  
Vol 27 (3) ◽  
pp. 134-139 ◽  
Author(s):  
Robin Parks Ennis ◽  
David James Royer ◽  
Kathleen Lynne Lane ◽  
Holly M. Menzies ◽  
Wendy Peia Oakes ◽  
...  
Keyword(s):  
At Risk ◽  
Student Success ◽  
Behavioral Disorders ◽  
Student Behavior ◽  
Emotional And Behavioral Disorders ◽  
Step Process ◽  
Appropriate Behavior ◽  
Low Intensity ◽  
Behavior Specific Praise ◽  
Specific Praise

Behavior-specific praise (BSP) is a low-intensity strategy that can be used to reinforce appropriate responding in the classroom. BSP occurs when a teacher observes particular student behavior and compliments the student for the appropriate response with the intent that students will continue to engage in the appropriate behavior. In this article, we describe a step-by-step process for using BSP in classrooms with all students, including those at risk for emotional and behavioral disorders.

Effective Low-Intensity Strategies to Enhance School Success: What Every Educator Needs to Know

2018 ◽  
Vol 27 (3) ◽  
pp. 128-133 ◽  
Author(s):  
Kathleen Lynne Lane ◽  
Holly M. Menzies ◽  
Robin Parks Ennis ◽  
Wendy Peia Oakes
Keyword(s):  
Student Engagement ◽  
Challenging Behavior ◽  
School Success ◽  
Special Issue ◽  
Low Intensity ◽  
Introductory Article

We developed this special issue, Effective Low-Intensity Strategies to Enhance School Success: What Every Educator Needs to Know, for Beyond Behavior as a resource for educators and parents. Each article provides easy-to-access resources for readers to learn about effective, efficient, low-intensity strategies to support student engagement and limit challenging behavior. In this introductory article, we provide a rationale for focusing on these low-intensity strategies and an overview of the features of each article to follow.

High-Probability Request Sequence: An Effective, Efficient Low-Intensity Strategy to Support Student Success

2018 ◽  
Vol 27 (3) ◽  
pp. 140-145 ◽  
Author(s):  
Leslie Ann Bross ◽  
Eric Alan Common ◽  
Wendy Peia Oakes ◽  
Kathleen Lynne Lane ◽  
Holly M. Menzies ◽  
...  
Keyword(s):  
At Risk ◽  
Student Success ◽  
Behavioral Disorders ◽  
High Probability ◽  
Emotional And Behavioral Disorders ◽  
Behavioral Momentum ◽  
Step Process ◽  
Low Intensity ◽  
Request Sequence

High-probability request sequence (HPRS) is a low-intensity strategy designed to increase student compliance by creating behavioral momentum. Momentum is established by providing three to five requests that a noncompliant student is most likely to do followed quickly by a less preferred request. Herein, we describe a step-by-step process for using HPRS in schools. Throughout, we offer lessons from practitioners who have used HPRS with students, including those at risk for emotional and behavioral disorders.

Precorrection: An Effective, Efficient, Low-Intensity Strategy to Support Student Success

2018 ◽  
Vol 27 (3) ◽  
pp. 146-152 ◽  
Author(s):  
Robin Parks Ennis ◽  
Kathleen Lynne Lane ◽  
Holly M. Menzies ◽  
Penney Patterson Owens
Keyword(s):  
At Risk ◽  
Student Success ◽  
Problem Behaviors ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Step Process ◽  
Low Intensity

Precorrection is a low-intensity strategy that focuses on preventing problem behaviors from occurring by providing reminders for appropriate responding, context modification to support student success, and reinforcement for appropriate responding. In this article, we describe a step-by-step process for using precorrection. Throughout the article, we offer lessons from the field featuring the perspectives of practitioners who have successfully implemented this easy-to-use strategy with students, including those at risk for emotional and behavioral disorders.

Exploring the role of co-curricular student engagement in relation to student retention, attainment and improving inclusivity

2017 ◽  
Vol 3 (1) ◽  
pp. 93
Author(s):  
Stuart Sims ◽  
Wilko Luebsen ◽  
Chris Guggiari-Peel
Keyword(s):  
Student Engagement ◽  
Student Success ◽  
Student Retention ◽  
Survey Data ◽  
Change Agents ◽  
The Core ◽  
Wide Range ◽  
Key Concepts ◽  
Academic Study

Throughout the REACT project, the core institutions of Winchester, Exeter and London Metropolitan have been conducting an in-depth, multi-faceted evaluation of selected co-curricular student engagement activities – ‘Student Fellows’, ‘Change Agents’ and ‘Peer-Assisted Student Success’ respectively. This involved the collection of survey data to explore key concepts related to the motivations of students to participate in these initiatives. This survey explores areas including employability, academic study and partnership, with an aim of improving co-curricular initiatives to make them more inclusive of ‘hard to reach’ students. These ‘motivations’ to participate are used to contextualise data about the attainment and continuation of active student participants. Rather than seek to assert or confirm that various groups are ‘hard to reach’, this research seeks to understand better what does and does not make co-curricular activities inclusive of hard-to-reach students. In this sense, the aim is to have a greater understanding of how students are successfully ‘reached’. Discussion will focus on how attainment and retention can help us to explore whether a wide range of students is benefiting from participation.

It Takes a Well-Organized Village

2019 ◽  
pp. 25-54 ◽  
Author(s):  
Susan G. Porter
Keyword(s):  
Student Success ◽  
General Education ◽  
School Personnel ◽  
Student Diversity ◽  
Successful Implementation ◽  
Special Education Services ◽  
Education Services ◽  
Improved Outcomes ◽  
Tiered System ◽  
Diversity Curriculum

Response to intervention (RTI) and multi-tiered system of support (MTSS) are educational initiatives designed to increase the success of all students in general education and reduce the number of students referred for special education services. RTI and MTSS have resulted in improved outcomes for students. Successful implementation of RTI and MTSS relies upon collaboration between teachers and other school personnel. Lack of collaboration and consistency between members of MTSS teams can compromise the fidelity of the interventions, which can lead to poor student outcomes. Secondary RTI and MTSS models are difficult to implement due to several factors, including student diversity, curriculum complexity, and high student-staff ratios. This chapter investigates recent research on the implementation of RTI and MTSS models in secondary schools and focuses on the interdisciplinary efforts required to implement these models with fidelity and with student success.

It Takes a Well-Organized Village

2022 ◽  
pp. 339-368
Author(s):  
Susan G. Porter
Keyword(s):  
Student Success ◽  
General Education ◽  
School Personnel ◽  
Student Diversity ◽  
Successful Implementation ◽  
Special Education Services ◽  
Education Services ◽  
Improved Outcomes ◽  
Tiered System ◽  
Diversity Curriculum

Response to intervention (RTI) and multi-tiered system of support (MTSS) are educational initiatives designed to increase the success of all students in general education and reduce the number of students referred for special education services. RTI and MTSS have resulted in improved outcomes for students. Successful implementation of RTI and MTSS relies upon collaboration between teachers and other school personnel. Lack of collaboration and consistency between members of MTSS teams can compromise the fidelity of the interventions, which can lead to poor student outcomes. Secondary RTI and MTSS models are difficult to implement due to several factors, including student diversity, curriculum complexity, and high student-staff ratios. This chapter investigates recent research on the implementation of RTI and MTSS models in secondary schools and focuses on the interdisciplinary efforts required to implement these models with fidelity and with student success.

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