Integrating Interventions for Elementary Students Experiencing Co-Occurring Academic and Behavior Needs. (May 2022)

• Record Type: Journal Article
• Authors: Harbour, Kristin E.; McDaniel, Sara C.; Preast, June L.; Buchanan, Dania
• Is Part Of: Teaching exceptional children. Volume 54:Number 5(2022)
• Page Start: 362
• Page End: 370
• Publication Date: 2022-05
• Subjects: Special education -- Periodicals; 371.905
• DOI: 10.1177/00400599211025558
• Languages: English
• ISSNs: 0040-0599

Abstract

Teachers who work with students with targeted, co-occurring academic and behavior differences require the knowledge, tools, and support for effective interventions across both domains. This article provides a research-informed, three-step process to support teachers in designing and implementing integrated targeted interventions for mathematics and self-monitoring needs in an elementary, co-taught classroom. This strategic approach includes: (a) screening and diagnostic assessment, (b) delivering academic and behavioral strategies and interventions, and (c) monitoring progress to inform instructional decisions. A case example of a second-grade classroom during supplemental small group linear measurement instruction and self-monitoring integrated Tier 2 intervention is provided for context.