The progression of focus of the levels of intervention of a multi-tiered prevention system is:
a. Developing and explicitly defining rules for student behavior, acknowledging appropriate behavior, and responding consistently to inappropriate behavior; Developing intensive interventions, often individualized, for students at greater risk; Developing interventions for students at greater risk for behavior problems
b. Developing interventions for students at greater risk for behavior problems; Developing intensive interventions, often individualized, for students at greater risk; Developing and explicitly defining rules for student behavior, acknowledging appropriate behavior, and responding consistently to inappropriate behavior
c. Developing and explicitly defining rules for student behavior, acknowledging appropriate behavior, and responding consistently to inappropriate behavior; Developing interventions for students at greater risk for behavior problems; Developing intensive interventions, often individualized, for students at greater risk
d. Developing administrative reprimands to problem behaviors; Developing and explicitly defining rules for student behavior, acknowledging appropriate behavior, and responding consistently to inappropriate behavior; Developing interventions for students at greater risk for behavior problems
C
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In 2009, about what percentage of school spending went directly to instruction?
a. Less than 10% b. 25% c. 60% d. 75%
What are accommodations?
What will be an ideal response?
What example-selection guidelines are important to consider when teaching students to convert a percent to a decimal? Provide the rationale for these guidelines
What will be an ideal response?