difference between targeted and universal supports.pdf
The Teacher’s Pocket Guide for Positive Behavior Support
by Tim Knoster, Ed.D.
PAUL H BROOKES PUBLISHING CO.
Contents
- About the Downloadable Materials
- About the Authors
- Preface
- 1 How Are Targeted Supports Different from Universal Supports, and Which Students Will Benefit from Them?
- 2 What Is Targeted Support, and What Does It Mean to Provide Such Support in the Classroom?
- 3 How Do I Gather Practical Information on Student Behavior in My Classroom?
- 4 What Do Targeted Supports Look Like in a School Using PBIS?
- 5 What Do Targeted Supports Look Like in a Classroom in a Traditional School?
- 6 How Do You Adjust Targeted Supports Based On Student Progress?
- 7 How Do Targeted Supports Relate to Individualized Intensive Supports?
- References
- Appendix: Blank Forms
- Resources
About the Authors
Tim Knoster, Ed.D.
Tim Knoster is a professor at the McDowell Institute for Teacher Excellence in Positive Behavior Support in the College of Education at Bloomsburg University of Pennsylvania. He has been involved with preservice and in-service teacher training for more than 30 years. He has published and provided training for educators and staff from various child-serving systems in the application of positive behavior support in schools and community-based settings.
Robin Drogan, Ph.D.
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, focusing on tiered behavioral and academic supports for students, preventive intervention strategies, team collaboration, and family engagement.
How Are Targeted Supports Different from Universal Supports, and Which Students Will Benefit from Them?
Understanding student behavior is essential for effective instructional practices. This book serves as a guide for teachers working directly with young children or adolescents, providing strategies to address challenges in managing student behavior.
Starting with a Firm Foundation of Universal Approaches
Universal approaches are foundational for positive classroom behavior and include:
- Building rapport (staying close): Actions that promote a trusting relationship between teachers and students.
- Establishing/teaching performance expectations: Together, teachers and students identify clear expectations and operational definitions for behavior.
- Positive reinforcement (behavior-specific praise): Providing praise contingent on desired behaviors encourages positive student actions.
| Universal practice | Brief description of the universal practice |
|---|---|
| Building rapport (staying close) | Teachers foster trusting relationships with students. |
| Establishing/teaching performance expectations | Clear expectations are identified and taught collaboratively. |
| Positive reinforcement (behavior-specific praise) | Praise is contingent on desired actions, reinforcing appropriate behavior. |
| Achieving the 4:1 ratio | Reinforcements for positive behavior should outweigh corrective feedback. |
What Are Universal (Tier 1) Supports, and Who Are They For?
Universal supports benefit all students and help create a conducive learning environment through rapport, clear expectations, and positive reinforcement.
Differences Between Targeted and Universal Supports
Some students may require additional, targeted support. This book provides guidance for teachers working with those students who need more than universal interventions.
Conclusion
The practices and approaches detailed in this book are based on evidence-based research, aiming to help all students develop academically and socially-emotionally. It emphasizes preventive measures and encourages the implementation of supportive strategies within diverse classroom settings.