Positive Behavior Support & Response to Intervention in Education

This essay explores the implementation of School-Wide Positive Behavior Support (SWPBS) and Response to Intervention (RTI) in educational settings to address challenges students face, such as lack of attention and engagement. It emphasizes the importance of predictability, consistency, positivity, and safety in creating an effective learning environment. Drawing from the works of Rob Horner and George Sugai, the essay highlights key strategies like regular screening to identify students' needs, evidence-based curriculum changes, and the integration of academic and behavioral supports. The RTI framework is presented as a valuable tool for continuous performance monitoring and ensuring that interventions are evidence-based. The ultimate goal is to establish a positive social culture that promotes student success by designing interventions that cater to students who may not respond to the core curriculum, ultimately improving both their social behavior and academic performance. Desklib provides access to similar solved assignments and study resources for students.

Running Head: EDUCATION
1
Education
Name of the Student
Name of the Instructor
Course Code
University
Date

EDUCATION 2
In today’s world education is very important and the students seeking education do
come from a number of backgrounds. In order to ensure that each of the students have an
overall growth the schools regularly face a number of challenges. The challenges that the
students generally face include lack of attention, failure to respond and even difficulties in
engaging with the given environment. In such situations, individual interventions are not
quite effective and hence School-Wide interventions are necessary. Such initiatives ensure
that there is a modification in the social behavior as well as the student receives academic
support. Predictability, consistency, positivity and safety are the four elements that make the
learning environment effective.
“Response to Intervention and School-Wide Positive Behavior Support” by Rob
Horner and “School-Wide Positive Behavior Support and Response to Intervention” by
George Sugai both provides with a number of ideas. If these are properly implemented then
there are chances that the students would be benefitted. Out of all these ideas, I would like to
implement some of them within my teaching practice. There would be a regular screening in
my teaching program so that I can identify the students who are being able to follow the core
teaching. This would even help me in understanding the two other varieties of students, (a)
who would perform better with guidance and (b) those would require further special care.
The second thing that I have learnt from these two readings and I would like to
implement is to make changes to the curriculum based on evidences. I would take my
students into consideration and in accordance to their performance I will make the changes.
Further, these two readings have taught me that there is a link between academic supports and
behavioral supports. If the students are provided behavioral support within the school
environment and even in the class then there will be academic excellence (Horner, University
of Oregon). When the instructions that are provided are effective then it ensures that the
students have positive academic outcome.

EDUCATION 3
The Response to Intervention (RTI) framework is quite useful as it helps in keeping a
continuous check on the performances of the students. Moreover it is really relevant that
whatever step is taken and adopted to bring about a behavioral change is particularly based
on evidences (Sugai, RTI Action Network). In order to establish a positive behavior
management plan it is necessary to teach where these are occurring. The main aim of such
plans would always be to create a social culture which would result in the success of the
students. The interventions are designed in such a manner that the students who are not
responding to the core curriculum can derive maximum value from it. It can be concluded
that if the interventions are done in a proper manner then this would surely show some
massive improvement in the social behavior as well as academic life of the students as well.

EDUCATION 4
References
Horner, R. Response to Intervention and School-Wide Positive Behavior Support. University
of Oregon.
Sugai, G. School-Wide Positive Behavior Support and Response to Intervention. RTI Action
Network.