difference between targeted and universal supports.pdf
The Teacher’s Pocket Guide for Positive Behavior Support
Targeted Classroom Solutions
by Tim Knoster, Ed.D.
PAUL H BROOKES PUBLISHING CO.
Contents
- About the Downloadable Materials.................................... iv
- About the Authors...................................................... v
- Preface.................................................................. vii
- How Are Targeted Supports Different from Universal Supports, and Which Students Will Benefit from Them?......... 1
- What Is Targeted Support, and What Does It Mean to Provide Such Support in the Classroom?.... 23
- How Do I Gather Practical Information on Student Behavior in My Classroom?.... 45
- What Do Targeted Supports Look Like in a School Using PBIS?.......... 67
- What Do Targeted Supports Look Like in a Classroom in a Traditional School?............. 89
- How Do You Adjust Targeted Supports Based On Student Progress?........ 109
- How Do Targeted Supports Relate to Individualized Intensive Supports?...... 121
- References................................................................. 135
- Appendix "Blank Forms"...................................... 139
- Resources................................................................. 143
About the Authors
Tim Knoster, Ed.D., is a professor at the McDowell Institute for Teacher Excellence in Positive Behavior Support in the College of Education at Bloomsburg University of Pennsylvania. The McDowell Institute emphasizes the translation of research on multi-tiered systems of support—most specifically, positive behavior interventions and supports—into practice in schools. Dr. Knoster has also served as Executive Director of the International Association for Positive Behavior Support since its inception in 2003.
Robin Drogan, Ph.D., is an assistant professor and graduate program coordinator in the Department of Exceptionality Programs at Bloomsburg University of Pennsylvania. She has been involved in the education of individuals with disabilities for more than 20 years. During this time, her roles have included teacher, teacher collaborator, educational and behavioral interventionist, researcher, and author.
How Are Targeted Supports Different from Universal Supports, and Which Students Will Benefit from Them?
Teachers have a uniquely personal, firsthand understanding of their students’ day-to-day experiences. This understanding enables teachers to organize effective and efficient instructional practices. However, even experienced teachers will sometimes need ideas for how to apply their expertise to help certain students. As we present strategies and guidance in this book, our goal is to honor and build on your existing frame of reference.
Differences Between Targeted and Universal Supports
| Universal practice | Brief description of the universal practice |
|---|---|
| Building rapport (staying close) | The teacher's actions result in each student trusting that the teacher has a genuine interest in them as a person. The teacher's behaviors create a constructive student-teacher relationship based on trust and mutual respect. |
| Establishing/teaching performance expectations | The teacher and the students in the classroom together identify three to five broad expectations (e.g., be responsible, be respectful, be here/be ready) and create positively stated operational definitions of what students look/sound like in meeting the expectations across contexts in the classroom. |
| Positive reinforcement (behavior-specific praise) | The teacher presents a desired stimulus contingent on the students acting in the expected manner. The delivery of the reinforcer is labeled in connection to the behavior being reinforced (e.g., “Nice job of raising your hand, Sam. How can I help you?”). |
| Achieving the 4:1 ratio | The teacher achieves a ratio of four positive reinforcements for desired behavior to each instance of redirection for problem behavior. This ratio should ideally be achieved both in aggregate (the class) and for each individual student in the classroom. |
What Are Universal (Tier 1) Supports, and Who Are They For?
Universal supports are for everybody. Building rapport, setting clear expectations, and reinforcing desired behavior foster a classroom climate conducive to learning. Ensuring these components are addressed is essential for engaging students in instruction and fostering a positive classroom environment.
Where This Book Comes In: Students Who Need More Support
The practices described in this book are based on literature and reflect evidence-based practice. Prevention is the bulls-eye of targeted interventions and supports. This book aims to provide guidance for educators who work in schools within a multi-tiered systems of support (MTSS) framework, whether or not they formally adopt this approach.