Elementary & Middle Schools Technical Assistance Center Logo
a transparent image used to ensure positioning on the web pageMy Personal Page a transparent image used to ensure positioning on the web page
List of Topics
List of Topics
Vote for a New Topic
a transparent image used to ensure positioning on the web page

Behavior Main Page

Ten Principles of Positive Behavior

Programs & Strategies for Positive Behavior

     School-wide
     Interventions

     Targeted Early      Interventions

     Targeted      
     Intensive
     Interventions

a transparent image used to ensure positioning on the web page
Communication
Linking Agent Directory
Online Chat
Bulletin Board
a transparent image used to ensure positioning on the web page
Journal
Write to My Journal
Send Us EmailPublic Homepage

Behavior
Support for Positive Student Behavior


 

The programs and strategies discussed here will be presented across a comprehensive, multi-tiered framework for effective student support:

I. School-wide Interventions
II. Targeted Early Interventions
III. Targeted Intensive Interventions

The research literature on positive behavioral supports suggests that the majority of behavior problems occurring in schools can be eliminated through the use of universal, school-wide interventions designed to prevent or reduce their occurrence (level I). This initial level of school-wide support helps in developing and reinforcing positive behavioral skills for all students. For those students who require additional or ongoing behavioral supports, targeted early intervention strategies (level II) can assist in keeping negative behavior patterns from becoming a longterm factor in the student's social development and academic outcomes. Early interventions are focused on keeping at-risk students from moving on to more intensive behavioral problems and are typically implemented with small groups of students. In some cases, a smaller percentage of students may need targeted intensive interventions (level III) in order to support their educational and behavioral success. The focus at this level is on students who demonstrate considerable emotional and behavioral challenges despite previous interventions, and are not solely intended for students with identified disabilities. For these students, specific interventions and supports will be determined according to the nature, severity, and frequency of each student's emotional and behavioral problems.

Back to Top

 

 


EMSTAC
1000 Thomas Jefferson St., NW
Suite 400
Washington, DC 20007
Tel: (202) 944-5300
TTY: 1-877-334-3499
Fax: (202) 944-5454