This module discusses consequence strategies to increase behavior. More specifically, how do you encourage more of the desired behavior? This module introduces a variety of different strategies to do this. By the end of this module you should be able to: Describe consequence strategies to increase behavior Establish a continuum of strategies to acknowledge appropriate behavior Appropriately adjust use of reinforcement
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In this video, Dr. Chris Riley-Tillman a Professor at the University of Missouri and NCII Senior Advisor, discusses the research behind Direct Behavior Rating or DBR and its utility as a progress monitoring measure for behavior.
This module focuses on behavioral theory and is an introduction to observing and measuring behavior. By the end of this module, you should be able to: Describe the rationale and importance of behavior support Define and identify elements of basic behavioral theory including three-term contingency, reinforcement, punishment and extinction Define and describe the function of behavior
This lesson includes a tip sheet and a video tutorial that demonstrates how to create and implement the 5-point scale in a virtual setting.
This module is a continuation of behavioral theory from Module 1. By the end of this module, you should be able to: Define and identify elements of the four-term contingency Define and describe procedures involved with teaching: shaping, chaining, prompting, stimulus control and phases of learning
This module discusses how to define, measure and monitor behavior. By the end of the module you should be able to: Select an appropriate target behavior Write an operational definition for a target behavior Identify relevant dimensions of behavior Choose a measurement system based on relevant dimensions of behavior Use graphing conventions to create meaningful visual displays of data
This module identifies Tier II and Tier III interventions for students at risk and high risk for behavioral challenges. By the end of this module you should be able to: Describe the decision-making process to indicate Tier II is appropriate Identify critical features of Tier II Discuss how to modify Tier II interventions to meet the needs of more students Highlight critical elements of a Functional Behavior Assessment (FBA) Choose a desired and replacement behavior Complete a Competing Pathway Model Begin to identify strategies to make the problem behavior irrelevant, inefficient, and ineffective
In this video, Dr. Steve Goodman, Director of Michigan's Integrated Behavior and Learning Support Initiative, discusses the benefits of embedding intensive intervention within a multi-tiered system of support.
In this video, Dr. Joe Wehby, Senior Advisor to the National Center for Intensive Intervention and Associate Professor in the Vanderbilt University Department of Special Education, discusses the number of data points needed to make decisions for students with intensive behavior needs.
In this video, Nicole Bucka, a NCII coach and MTSS professional development provider for Rhode Island shares why it is important to consider academics and behavior in an integrated manner.