Why and How to Respond to Challenging Behaviors

For far too many years our focus as educators has been solely on academics. We need do understand when we prioritize teaching social, emotional and behavioral skills, students can become self-managed. Our ultimate goal is that by high school “we would have given our students the skills necessary so that they can independently learn and apply their academic information to real world problems” (Knoff, n.d.). In order to achieve such goals we much be proactive. Dr. Knoff presents Project Achieve and the integration of the SPRINT/RtI2 (School Prevention, Review, and Intervention Team/ Response-to-Instruction and Response-to-Intervention). In this document he gives functional steps called the 3 tiers. In tier 1 Knoff describes a preventative approach taken by classroom teachers by implementing effective classroom management and academic instruction. Tier 2 adds a more strategic approach where support is given by a mentor of some type. Lastly Tier 3 adds a level of intensity where the mentor many have a higher level of expertise and/or the mentoring may be more intense and frequent. (Knoff, n.d.)

Reference:

Knoff, H. M. (2011) Integrating the school prevention, review, and intervention team (SPRINT) and response-to-instruction/intervention (RtI2) process: A model implementation guidebook for schools and districts. Little Rock, AR: Project ACHIEVE Incorporated.

Knoff, H. (Lecturer). (n.d.). Identifying and Explaining Challenging Behavior. (Video recorded guest lecture number 1, part 2: Functional Steps in Problem Solving, p.pt. slide, Course CI 5523: Developing Student Self-Management Skills).  Chicago, IL: American College of Education.