Behavior

Connections: Behavior, RtII and SAS

  • May 13th, 2011
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Integrating Academic and Behavior Supports within an RtII Framework

Researchers have suggested the term, Social, Emotional, and Academic Learning (SEAL), as appropriately describing the basic skills that provide the foundation for student achievement and performance. Historically, the term, behavior, narrowly and reactively referred to the disciplinary issues for students that have a negative impact on school performance. The proactive framework of Response to Instruction and Intervention (RtII) permits us to shift our thinking to a more positive conceptualization of student performance. Thus, when we use the term, behavior, we should be thinking of it in the broader context of SEAL. The complex system of behaviors that make-up social skills, emotional skills, and academic skills lend themselves to explicit instruction and positive reinforcement by arranging the curricula as well as the school and classroom environments and culture for student success.

Many, but not all, of these skills are included in the Pennsylvania State Academic Standards. Pennsylvania’s six components of a Standards-Aligned Instructional System provide a scaffold for consistent monitoring and evaluation of these skills. Furthermore, addressing social and emotional skill development through the RtII three-tiered continuum of support expands school-based behavioral health services. Incorporating this within the RtII framework also helps school districts to satisfy many requirements stipulated under federal and state laws or regulations, e.g., No Child Left Behind (NCLB) and Individuals with Disabilities Education Act (IDEA) and PA Chapters 12 and 14, respectively. Finally, the research supports that schools that address SEAL have positive outcomes in key indicators such as higher academic achievement for all students, increased inclusion of students with special needs, and fostering resiliency in students.

A key approach to operationalize these elements for students, staff, and parents in Commonwealth schools is School Wide Positive Behavior Interventions and Supports (SWPBIS). SWPBIS is part of the RtII framework and is supported by PaTTAN as a partner in the Pennsylvania Positive Behavior Support Network (PAPBS). Additional information regarding SWPBS and the PAPBS Network (www.papbs.org) may be accessed through links in this section.

A key approach to operationalize these elements for students, staff, and parents in Commonwealth schools is School Wide Positive Behavior Interventions and Supports (SWPBIS). SWPBIS is part of the RtII framework and is supported by PaTTAN as a partner in the Pennsylvania Positive Behavior Support Network (PAPBS). Additional information regarding SWPBS and the PAPBS Network (www.papbs.org) may be accessed through links in this section.

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