Overview

Through this CEM, participants will learn about assessment tools and intervention practices that can be integrated within a comprehensive, evidence-based behavioral intervention program.

These tools and practices involve multiple levels of interventions, including schoolwide, classwide, small-group, and individual behavioral supports. As participants gain knowledge about how to use these tools and practices effectively, they will become proficient in using behavioral data to guide intervention decisions, matching the behavioral intervention to the function of behavior and the intensity of a student’s needs. The CEM guides participants in becoming proactive, positive problem-solvers who anticipate and design interventions to prevent instances in which students are likely to experience an academic or behavioral challenge that interferes with their learning.

teacher with students

Purpose

This CEM is designed to build the knowledge and capacity of educators in the selected topic. The module can be adapted and is flexible to accommodate faculty and professional development provider needs. The anchor presentation and speaker notes can be used in their entirety to cover multiple course or professional development sessions. Alternatively, specific content, activities, and handouts can be used individually to enhance existing course and/or professional development content.

Objectives

After studying these materials, users will be able to:

  • Understand the characteristics of successful schools, teachers, and students
  • Link academic instruction and classroom management strategies
  • Explain the ABCs of behavior
  • Understand multi-tiered systems of support including PBIS, SW-PBIS, and classwide behavior interventions
  • Explain supplemental interventions and their implementation
  • Understand the importance of progress monitoring, data collection, and targeting behaviors

The CEM guides participants in becoming proactive, positive problem-solvers who anticipate and design interventions to prevent instances in which students are likely to experience an academic or behavioral challenge that interferes with their learning.