Assignment Prompt & Instructions
attached
– ## Assig2.docx
– ## Assignment_1.docx
**## Assig2.docx**
**Assignment #2 (See due date in the schedule file in Modules or Course Calendar) In this assignment you will identify 3 effective practices or interventions that have been proven in the professional literature to be effective with children with special needs and 3 ineffective practices used with this population. You can use the effective practices in Assignment 1, but your analysis of the professional literature needs to be thorough. You will also find 3 interventions or practices that have proven to be ineffective with this same population. Your analysis of both effective and ineffective practices needs to reflect the professional literature, not your opinion. .**
**These interventions may be academic or social and do not have to use only classroom examples, but can be from community and home settings as well. The ineffective strategies may be ineffective because of poor implementation or the theoretical foundation is flawed. You can use practices that you have seen used with children with special needs in any setting – not just the classroom, but you should provide some professional references and clear statements about why these interventions or practices are ineffective or inappropriate – not your opinion. So, you should have a final paper of no more than 5 pages (not counting reference pages) and containing 3 effective and 3 ineffective interventions or practices. These interventions do not need to be listed in any order – such as best to worst or good to the best. You will be able to use the content articles you selected for use in effective practices and practices in Assignment 1, but you will have to add to that the ineffective practices or interventions in order to write a group paper that examines the 3 most effective interventions and 3 ineffective classroom practices that are used with children with special needs. You should also explain why you selected the three most ineffective strategies. This need not be a lengthy discussion but you must provide a coherent explanation as to why you consider them ineffective. You must receive a score of at least 80% in order to pass the class, If you receive a score of less than 80%, you will have to work with the instructor in order to complete a remedial program for this assignment.**
**Again, this paper should be focused around the professional literature- not your opinion.**
**You should also use interventions that have been used within the lasts 10 years. No need to discuss trepanning (You'll have to look that up.) Have some fun with this assignment.**
You should also explain why you selected the three most effective and ineffective strategies. This need not be a lengthy discussion but you must provide a coherent explanation as to why you consider them effective or ineffective. You must receive a score of at least 80% in order to pass the class. If you receive a score of less than 80%, you will have to work with the instructor in order to complete a remedial program for this assignment.
**EEX 6051 – Program Level Outcome Data Collection Rubric**
| | |
| — | — |
| EEX 6051 – Program Level Outcome Data Collection Rubric |
| **Criteria** | **Ratings** |
| This criterion is linked to a Learning OutcomeProgram Level Outcome EEX 6051<br>Explain and analyze evidence-based instructional strategies designed to reduce learning barriers and increase engagement and learning for students with diverse learning needs. | **Excellent: Describe and critically examines an array of EBPs with diverse learners and students with special needs Thorough discussion and analysis of EBP and interventions in relation to needs of the diverse learner**<br>**Good: Describes and examines an array of EBPs with diverse learners and student with special needs Discusses and provides a limited analysis of EBP and interventions in relation to needs of the diverse learner**<br>**Developing: Only provides a limited number of EBP interventions commonly used and/or educational practices that may not have evidence of being EBP for diverse learners and students with special needs Provides only personal opinion or inadequate analysis of EBP and interventions**<br>**Unsatisfactory: Does not provide evidence of EBP in interventions used with diverse learners and students with special needs Does not critically examine EBP interventions used with diverse learners and students with special needsMastery** |
**## Assignment_1.docx**
2
**Response to Intervention (RTI) and Evidence-Based Practices in Promoting Appropriate Behavior**
Response to Intervention (RTI) and Evidence-Based Practices in Promoting Appropriate Behavior
**Introduction**
Schools are under more and more pressure to meet the academic and behavioral needs of all of their students. The RTI model is designed for teachers and educators to properly give a tiered system with evidence-based. For an intervention to be evidence-based, Evidence Based Practice (EBP) is critical to RTI programs. Effective evidence-based programs or strategies are derived from studies supporting their likelihood of producing a desired outcome. The RTI system and other replacement experts help staff further boost positive behavior and academic performance through RTI systematic utilization. Staff can determine the efficacy and fairness of interventions through the assessment data made available by RTI (Zhang et al., 2023).
**RTI and Evidence-Based Practices**
RTI refers to the approach that aims at meeting the students’ needs. The first tier is referred to as universal support. It is also referred to as support of all students. The second one is referred to as Tier 2 and it means specific interventions. Specific interventions mean those who need some special help. The third one is known as Tier 3 and it is intensive individualized support. According to Zhang et al. (2023), both levels rely on evidence-based interventions, which are essential to ensure that the interventions are effective and consistent.
RTI models along with EBPs have more positive behavioral and academic outcomes than traditional reactive models, according to the research. According to Nitz and colleagues (2023), the best practice in RTI and MTSS is evidence-based behavior intervention which can be implemented at any level. When we do not let things get out of hand but take corrective action before the situation blows up, it is effective. Also, it enables schools to address those issues before they become complicated. The application of EBPs makes the process clear, measurable, and flexible, since data informs instruction.
**Evidence-Based Practice 1: Positive Behavioral Interventions and Supports (PBIS)**
RTI framework includes the positive behavior intervention supports that are one of the most powerful evidence-based practices. The behavioral management promoted by PBIS is based on the teaching and reinforcement of positive behaviors instead of punishment. Horner et al. (2020) claim that PBIS is an evidence-based practice since a large body of research confirms its effectiveness in changing the behavior of students and the number of office referrals and suspensions.
PBIS relies on a three-tiered approach that resembles RTI: Tier 1 creates universal standards of all students, Tier 2 involves specific interventions with students at risk, and Tier 3 provides students with a persistent behavioral challenge with specific interventions. Another aspect of equity and social justice that is emphasized by McIntosh (2023) is that PBIS leads to the development of inclusive and respectful environments in which every student can learn and succeed. PBIS can be used to build safe and supportive learning communities through regular reinforcement, unambiguous behavior expectations, and information-intensive observation.
**Evidence-Based Practice 2: Social-Emotional Learning (SEL)**
Another well-known EBP, which is in line with RTI, is Social-Emotional Learning (SEL). SEL aims at building self-awareness, self-regulation, social awareness, relationship skills, and responsible decision-making skills on the part of the students. These skills directly enhance actions, emotional wellbeing and academic achievement. Lim et al. (2024) discovered that culturally responsive SEL programs can greatly develop the social-emotional outcomes of the students and minimize their behavioral issues in different populations.
Within the framework of RTI, SEL can be used as preventive measures in Tier 1 to help every student to develop emotional and social skills. At Tier 2 and 3, students with higher behavioral/emotional needs are provided with more intensive SEL programs. The SEL programs have been found to be especially useful when the classroom observations and progress monitoring data inform the instruction and intervention changes. Through the use of SEL in RTI, schools contribute to empathy, cooperation, and emotional stability, which are the major factors of minimizing classroom disturbances and enhancing educational activity.
**Evidence-Based Practice 3: Self-Management Interventions**
Another evidence-based interventions that work in the RTI frameworks include self- management interventions. These interventions are based on educating students to identify, observe and control their behavior through such strategies like self-monitoring, goal-setting and self-reinforcement. Smith et al. (2022) showed that self-management interventions are effective in reducing difficult behaviors and enhancing independence among school-going children based on a systematic review.
Self-management can be incorporated in the three levels of RTI. In the first tier (Tier 1), they can have a general classroom behavior goal, whereas in the second tier (Tier 2), at-risk students can use small-group intervention which can assist them to monitor their behavior and reflect on it. At Tier 3, individual plans address certain behavioral issues. Smith et al. (2022) also state that self-management is the most effective with the support of reinforcement systems like PBIS because they are also based on student accountability and consistent feedback. The interventions will help the student to be self-directed and be self-in-control so that in the end, they can be able to manage themselves and their behavior on a long-term basis.
**Criteria for Identifying Evidence-Based Practices**
To ascertain evidence-based practice, one should critically assess the quality, consistency and applicability of the research. According to Horner et al. (2020), EBPs are the interventions that can be confirmed through numerous rigorous studies that can prove the measurable and positive results. In a similar fashion, Nitz et al. (2023) emphasize the fact that a practice to be deemed evidence-based within the context of RTI should be replicable and effective among different groups of students.
Educators should also evaluate the viability of a practice as well as its cultural suitability in their school situation. The researchers note that cultural responsiveness is one of the main highlights of successful EBPs, which presents equity and inclusion in heterogenous classrooms (Lim et al., 2024). Zhang et al. (2023) also discuss that the success of RTI requires evidence-based strategies that should be practical and applicable in various school settings. By these standards schools can be sure of an intervention that is both scientifically valid and locally applicable.
**Implementation and Impact in School Settings**
The necessary implementation of EBPs in the framework of RTI presupposes collaboration of teachers and administrative support, as well as continuous professional development. Nitz et al. (2023) discovered that multi-tiered systems excel well when teachers are trained to utilize data to make decisions and track the student progress. This evidence-based procedure will make sure that interventions can be implemented faithfully and modified in case of necessity.
The example of PBIS is based on the regular use of the behavioral expectations and reinforcement plans. As practiced faithfully, PBIS has been found to decrease disciplinary events and establish more encompassing learning spaces (Horner et al., 2020). Equally, SEL programs tend to be best developed with the assistance of teachers, counselors, families, where students develop their skills at home and school (Lim et al., 2024).
Self-management interventions are effective because educators need to give regular feedback and monitor progress as time goes by. Smith et al. (2022) report that students who are taught how to track their behavior showed more self-control and reduced disruption and more engagement in their academic work. In all three EBPs, fidelity of implementation is imperative in producing desirable results in the RTI model.
**Conclusion**
Evidence-Based Practices are a potent method of facilitating the right behavior and academic achievement through integrations in the Response to Intervention framework. PBIS, SEL, and self-management interventions provide a great example of prevention, consistency, and improvement based on data. Various studies prove these practices change student’s behavior as well as enhance the environment of the school. When teachers apply evidence-based practices (or EBPs) with fidelity and monitor progress and interventions that respond to student need, the use of RTI can help to ensure inclusion and equity. Comprehensive evidence-based RTI frameworks are a best practice for improving outcomes in behavior, academics, learning environments that are positive and respectful, according to Horner et al. (2020) and Zhang et al. (2023)
**References**
Horner, R. H., Sugai, G., & Lewis, T. (2020, March).
_Is school-wide positive behavioral interventions and supports (PBIS) an evidence-based practice?_ [White paper]. Retrieved from
[https://wvpbis.org/wp-content/uploads/PBIS-Research-Evidence-Based.pdf](https://wvpbis.org/wp-content/uploads/PBIS-Research-Evidence-Based.pdf)
Lim, J. H., Rho, E., & Yang, C. (2024). Evidence-based practices of culturally responsive social and emotional learning (SEL) programs: A systematic review and meta-analysis.
_School Psychology Review,_ 1–16.
[https://doi.org/10.1080/2372966x.2024.2432853](https://doi.org/10.1080/2372966x.2024.2432853)
McIntosh, K. (2023). Schoolwide positive behavioural interventions and supports and human rights: Transforming our educational systems into levers for social justice.
_International Journal of Developmental Disabilities, 69_(1), 5–12.
[https://doi.org/10.1080/20473869.2022.2116223](https://doi.org/10.1080/20473869.2022.2116223)
Nitz, J., Brack, F., Hertel, S., Krull, J., Stephan, H., Hennemann, T., & Hanisch, C. (2023). Multi-tiered systems of support with focus on behavioral modification in elementary schools: A systematic review.
_Heliyon, 9_(6).
[https://doi.org/10.1016/j.heliyon.2023.e17506](https://doi.org/10.1016/j.heliyon.2023.e17506)
Smith, T. E., Thompson, A. M., & Maynard, B. R. (2022). Self‐management interventions for reducing challenging behaviors among school‐age students: A systematic review.
_Campbell Systematic Reviews, 18_(1).
[https://doi.org/10.1002/cl2.1223](https://doi.org/10.1002/cl2.1223)
Zhang, J., Martella, R., Kang, S., & Yenioglu, B. (2023). Response to intervention (RTI)/multi-tiered systems of support (MTSS): A nationwide analysis.
_Journal of Educational Leadership and Policy Studies, 7_(2).
[https://files.eric.ed.gov/fulltext/EJ1396417.pdf](https://files.eric.ed.gov/fulltext/EJ1396417.pdf)
**## Assignment_1.docx**
2
**Response to Intervention (RTI) and Evidence-Based Practices in Promoting Appropriate Behavior**
Response to Intervention (RTI) and Evidence-Based Practices in Promoting Appropriate Behavior
**Introduction**
Schools are under more and more pressure to meet the academic and behavioral needs of all of their students. The RTI model is designed for teachers and educators to properly give a tiered system with evidence-based. For an intervention to be evidence-based, Evidence Based Practice (EBP) is critical to RTI programs. Effective evidence-based programs or strategies are derived from studies supporting their likelihood of producing a desired outcome. The RTI system and other replacement experts help staff further boost positive behavior and academic performance through RTI systematic utilization. Staff can determine the efficacy and fairness of interventions through the assessment data made available by RTI (Zhang et al., 2023).
**RTI and Evidence-Based Practices**
RTI refers to the approach that aims at meeting the students’ needs. The first tier is referred to as universal support. It is also referred to as support of all students. The second one is referred to as Tier 2 and it means specific interventions. Specific interventions mean those who need some special help. The third one is known as Tier 3 and it is intensive individualized support. According to Zhang et al. (2023), both levels rely on evidence-based interventions, which are essential to ensure that the interventions are effective and consistent.
RTI models along with EBPs have more positive behavioral and academic outcomes than traditional reactive models, according to the research. According to Nitz and colleagues (2023), the best practice in RTI and MTSS is evidence-based behavior intervention which can be implemented at any level. When we do not let things get out of hand but take corrective action before the situation blows up, it is effective. Also, it enables schools to address those issues before they become complicated. The application of EBPs makes the process clear, measurable, and flexible, since data informs instruction.
**Evidence-Based Practice 1: Positive Behavioral Interventions and Supports (PBIS)**
RTI framework includes the positive behavior intervention supports that are one of the most powerful evidence-based practices. The behavioral management promoted by PBIS is based on the teaching and reinforcement of positive behaviors instead of punishment. Horner et al. (2020) claim that PBIS is an evidence-based practice since a large body of research confirms its effectiveness in changing the behavior of students and the number of office referrals and suspensions.
PBIS relies on a three-tiered approach that resembles RTI: Tier 1 creates universal standards of all students, Tier 2 involves specific interventions with students at risk, and Tier 3 provides students with a persistent behavioral challenge with specific interventions. Another aspect of equity and social justice that is emphasized by McIntosh (2023) is that PBIS leads to the development of inclusive and respectful environments in which every student can learn and succeed. PBIS can be used to build safe and supportive learning communities through regular reinforcement, unambiguous behavior expectations, and information-intensive observation.
**Evidence-Based Practice 2: Social-Emotional Learning (SEL)**
Another well-known EBP, which is in line with RTI, is Social-Emotional Learning (SEL). SEL aims at building self-awareness, self-regulation, social awareness, relationship skills, and responsible decision-making skills on the part of the students. These skills directly enhance actions, emotional wellbeing and academic achievement. Lim et al. (2024) discovered that culturally responsive SEL programs can greatly develop the social-emotional outcomes of the students and minimize their behavioral issues in different populations.
Within the framework of RTI, SEL can be used as preventive measures in Tier 1 to help every student to develop emotional and social skills. At Tier 2 and 3, students with higher behavioral/emotional needs are provided with more intensive SEL programs. The SEL programs have been found to be especially useful when the classroom observations and progress monitoring data inform the instruction and intervention changes. Through the use of SEL in RTI, schools contribute to empathy, cooperation, and emotional stability, which are the major factors of minimizing classroom disturbances and enhancing educational activity.
**Evidence-Based Practice 3: Self-Management Interventions**
Another evidence-based interventions that work in the RTI frameworks include self- management interventions. These interventions are based on educating students to identify, observe and control their behavior through such strategies like self-monitoring, goal-setting and self-reinforcement. Smith et al. (2022) showed that self-management interventions are effective in reducing difficult behaviors and enhancing independence among school-going children based on a systematic review.
Self-management can be incorporated in the three levels of RTI. In the first tier (Tier 1), they can have a general classroom behavior goal, whereas in the second tier (Tier 2), at-risk students can use small-group intervention which can assist them to monitor their behavior and reflect on it. At Tier 3, individual plans address certain behavioral issues. Smith et al. (2022) also state that self-management is the most effective with the support of reinforcement systems like PBIS because they are also based on student accountability and consistent feedback. The interventions will help the student to be self-directed and be self-in-control so that in the end, they can be able to manage themselves and their behavior on a long-term basis.
**Criteria for Identifying Evidence-Based Practices**
To ascertain evidence-based practice, one should critically assess the quality, consistency and applicability of the research. According to Horner et al. (2020), EBPs are the interventions that can be confirmed through numerous rigorous studies that can prove the measurable and positive results. In a similar fashion, Nitz et al. (2023) emphasize the fact that a practice to be deemed evidence-based within the context of RTI should be replicable and effective among different groups of students.
Educators should also evaluate the viability of a practice as well as its cultural suitability in their school situation. The researchers note that cultural responsiveness is one of the main highlights of successful EBPs, which presents equity and inclusion in heterogenous classrooms (Lim et al., 2024). Zhang et al. (2023) also discuss that the success of RTI requires evidence-based strategies that should be practical and applicable in various school settings. By these standards schools can be sure of an intervention that is both scientifically valid and locally applicable.
**Implementation and Impact in School Settings**
The necessary implementation of EBPs in the framework of RTI presupposes collaboration of teachers and administrative support, as well as continuous professional development. Nitz et al. (2023) discovered that multi-tiered systems excel well when teachers are trained to utilize data to make decisions and track the student progress. This evidence-based procedure will make sure that interventions can be implemented faithfully and modified in case of necessity.
The example of PBIS is based on the regular use of the behavioral expectations and reinforcement plans. As practiced faithfully, PBIS has been found to decrease disciplinary events and establish more encompassing learning spaces (Horner et al., 2020). Equally, SEL programs tend to be best developed with the assistance of teachers, counselors, families, where students develop their skills at home and school (Lim et al., 2024).
Self-management interventions are effective because educators need to give regular feedback and monitor progress as time goes by. Smith et al. (2022) report that students who are taught how to track their behavior showed more self-control and reduced disruption and more engagement in their academic work. In all three EBPs, fidelity of implementation is imperative in producing desirable results in the RTI model.
**Conclusion**
Evidence-Based Practices are a potent method of facilitating the right behavior and academic achievement through integrations in the Response to Intervention framework. PBIS, SEL, and self-management interventions provide a great example of prevention, consistency, and improvement based on data. Various studies prove these practices change student’s behavior as well as enhance the environment of the school. When teachers apply evidence-based practices (or EBPs) with fidelity and monitor progress and interventions that respond to student need, the use of RTI can help to ensure inclusion and equity. Comprehensive evidence-based RTI frameworks are a best practice for improving outcomes in behavior, academics, learning environments that are positive and respectful, according to Horner et al. (2020) and Zhang et al. (2023)
**References**
Horner, R. H., Sugai, G., & Lewis, T. (2020, March).
_Is school-wide positive behavioral interventions and supports (PBIS) an evidence-based practice?_ [White paper]. Retrieved from
[https://wvpbis.org/wp-content/uploads/PBIS-Research-Evidence-Based.pdf](https://wvpbis.org/wp-content/uploads/PBIS-Research-Evidence-Based.pdf)
Lim, J. H., Rho, E., & Yang, C. (2024). Evidence-based practices of culturally responsive social and emotional learning (SEL) programs: A systematic review and meta-analysis.
_School Psychology Review,_ 1–16.
[https://doi.org/10.1080/2372966x.2024.2432853](https://doi.org/10.1080/2372966x.2024.2432853)
McIntosh, K. (2023). Schoolwide positive behavioural interventions and supports and human rights: Transforming our educational systems into levers for social justice.
_International Journal of Developmental Disabilities, 69_(1), 5–12.
[https://doi.org/10.1080/20473869.2022.2116223](https://doi.org/10.1080/20473869.2022.2116223)
Nitz, J., Brack, F., Hertel, S., Krull, J., Stephan, H., Hennemann, T., & Hanisch, C. (2023). Multi-tiered systems of support with focus on behavioral modification in elementary schools: A systematic review.
_Heliyon, 9_(6).
[https://doi.org/10.1016/j.heliyon.2023.e17506](https://doi.org/10.1016/j.heliyon.2023.e17506)
Smith, T. E., Thompson, A. M., & Maynard, B. R. (2022). Self‐management interventions for reducing challenging behaviors among school‐age students: A systematic review.
_Campbell Systematic Reviews, 18_(1).
[https://doi.org/10.1002/cl2.1223](https://doi.org/10.1002/cl2.1223)
Zhang, J., Martella, R., Kang, S., & Yenioglu, B. (2023). Response to intervention (RTI)/multi-tiered systems of support (MTSS): A nationwide analysis.
_Journal of Educational Leadership and Policy Studies, 7_(2).
[https://files.eric.ed.gov/fulltext/EJ1396417.pdf](https://files.eric.ed.gov/fulltext/EJ1396417.pdf)
**## Assig2.docx**
**Assignment #2 (See due date in the schedule file in Modules or Course Calendar) In this assignment you will identify 3 effective practices or interventions that have been proven in the professional literature to be effective with children with special needs and 3 ineffective practices used with this population. You can use the effective practices in Assignment 1, but your analysis of the professional literature needs to be thorough. You will also find 3 interventions or practices that have proven to be ineffective with this same population. Your analysis of both effective and ineffective practices needs to reflect the professional literature, not your opinion. .**
**These interventions may be academic or social and do not have to use only classroom examples, but can be from community and home settings as well. The ineffective strategies may be ineffective because of poor implementation or the theoretical foundation is flawed. You can use practices that you have seen used with children with special needs in any setting – not just the classroom, but you should provide some professional references and clear statements about why these interventions or practices are ineffective or inappropriate – not your opinion. So, you should have a final paper of no more than 5 pages (not counting reference pages) and containing 3 effective and 3 ineffective interventions or practices. These interventions do not need to be listed in any order – such as best to worst or good to the best. You will be able to use the content articles you selected for use in effective practices and practices in Assignment 1, but you will have to add to that the ineffective practices or interventions in order to write a group paper that examines the 3 most effective interventions and 3 ineffective classroom practices that are used with children with special needs. You should also explain why you selected the three most ineffective strategies. This need not be a lengthy discussion but you must provide a coherent explanation as to why you consider them ineffective. You must receive a score of at least 80% in order to pass the class, If you receive a score of less than 80%, you will have to work with the instructor in order to complete a remedial program for this assignment.**
**Again, this paper should be focused around the professional literature- not your opinion.**
**You should also use interventions that have been used within the lasts 10 years. No need to discuss trepanning (You'll have to look that up.) Have some fun with this assignment.**
You should also explain why you selected the three most effective and ineffective strategies. This need not be a lengthy discussion but you must provide a coherent explanation as to why you consider them effective or ineffective. You must receive a score of at least 80% in order to pass the class. If you receive a score of less than 80%, you will have to work with the instructor in order to complete a remedial program for this assignment.
**EEX 6051 – Program Level Outcome Data Collection Rubric**
| | |
| — | — |
| EEX 6051 – Program Level Outcome Data Collection Rubric |
| **Criteria** | **Ratings** |
| This criterion is linked to a Learning OutcomeProgram Level Outcome EEX 6051<br>Explain and analyze evidence-based instructional strategies designed to reduce learning barriers and increase engagement and learning for students with diverse learning needs. | **Excellent: Describe and critically examines an array of EBPs with diverse learners and students with special needs Thorough discussion and analysis of EBP and interventions in relation to needs of the diverse learner**<br>**Good: Describes and examines an array of EBPs with diverse learners and student with special needs Discusses and provides a limited analysis of EBP and interventions in relation to needs of the diverse learner**<br>**Developing: Only provides a limited number of EBP interventions commonly used and/or educational practices that may not have evidence of being EBP for diverse learners and students with special needs Provides only personal opinion or inadequate analysis of EBP and interventions**<br>**Unsatisfactory: Does not provide evidence of EBP in interventions used with diverse learners and students with special needs Does not critically examine EBP interventions used with diverse learners and students with special needsMastery** |
**## Assignment_1.docx**
2
**Response to Intervention (RTI) and Evidence-Based Practices in Promoting Appropriate Behavior**
Response to Intervention (RTI) and Evidence-Based Practices in Promoting Appropriate Behavior
**Introduction**
Schools are under more and more pressure to meet the academic and behavioral needs of all of their students. The RTI model is designed for teachers and educators to properly give a tiered system with evidence-based. For an intervention to be evidence-based, Evidence Based Practice (EBP) is critical to RTI programs. Effective evidence-based programs or strategies are derived from studies supporting their likelihood of producing a desired outcome. The RTI system and other replacement experts help staff further boost positive behavior and academic performance through RTI systematic utilization. Staff can determine the efficacy and fairness of interventions through the assessment data made available by RTI (Zhang et al., 2023).
**RTI and Evidence-Based Practices**
RTI refers to the approach that aims at meeting the students’ needs. The first tier is referred to as universal support. It is also referred to as support of all students. The second one is referred to as Tier 2 and it means specific interventions. Specific interventions mean those who need some special help. The third one is known as Tier 3 and it is intensive individualized support. According to Zhang et al. (2023), both levels rely on evidence-based interventions, which are essential to ensure that the interventions are effective and consistent.
RTI models along with EBPs have more positive behavioral and academic outcomes than traditional reactive models, according to the research. According to Nitz and colleagues (2023), the best practice in RTI and MTSS is evidence-based behavior intervention which can be implemented at any level. When we do not let things get out of hand but take corrective action before the situation blows up, it is effective. Also, it enables schools to address those issues before they become complicated. The application of EBPs makes the process clear, measurable, and flexible, since data informs instruction.
**Evidence-Based Practice 1: Positive Behavioral Interventions and Supports (PBIS)**
RTI framework includes the positive behavior intervention supports that are one of the most powerful evidence-based practices. The behavioral management promoted by PBIS is based on the teaching and reinforcement of positive behaviors instead of punishment. Horner et al. (2020) claim that PBIS is an evidence-based practice since a large body of research confirms its effectiveness in changing the behavior of students and the number of office referrals and suspensions.
PBIS relies on a three-tiered approach that resembles RTI: Tier 1 creates universal standards of all students, Tier 2 involves specific interventions with students at risk, and Tier 3 provides students with a persistent behavioral challenge with specific interventions. Another aspect of equity and social justice that is emphasized by McIntosh (2023) is that PBIS leads to the development of inclusive and respectful environments in which every student can learn and succeed. PBIS can be used to build safe and supportive learning communities through regular reinforcement, unambiguous behavior expectations, and information-intensive observation.
**Evidence-Based Practice 2: Social-Emotional Learning (SEL)**
Another well-known EBP, which is in line with RTI, is Social-Emotional Learning (SEL). SEL aims at building self-awareness, self-regulation, social awareness, relationship skills, and responsible decision-making skills on the part of the students. These skills directly enhance actions, emotional wellbeing and academic achievement. Lim et al. (2024) discovered that culturally responsive SEL programs can greatly develop the social-emotional outcomes of the students and minimize their behavioral issues in different populations.
Within the framework of RTI, SEL can be used as preventive measures in Tier 1 to help every student to develop emotional and social skills. At Tier 2 and 3, students with higher behavioral/emotional needs are provided with more intensive SEL programs. The SEL programs have been found to be especially useful when the classroom observations and progress monitoring data inform the instruction and intervention changes. Through the use of SEL in RTI, schools contribute to empathy, cooperation, and emotional stability, which are the major factors of minimizing classroom disturbances and enhancing educational activity.
**Evidence-Based Practice 3: Self-Management Interventions**
Another evidence-based interventions that work in the RTI frameworks include self- management interventions. These interventions are based on educating students to identify, observe and control their behavior through such strategies like self-monitoring, goal-setting and self-reinforcement. Smith et al. (2022) showed that self-management interventions are effective in reducing difficult behaviors and enhancing independence among school-going children based on a systematic review.
Self-management can be incorporated in the three levels of RTI. In the first tier (Tier 1), they can have a general classroom behavior goal, whereas in the second tier (Tier 2), at-risk students can use small-group intervention which can assist them to monitor their behavior and reflect on it. At Tier 3, individual plans address certain behavioral issues. Smith et al. (2022) also state that self-management is the most effective with the support of reinforcement systems like PBIS because they are also based on student accountability and consistent feedback. The interventions will help the student to be self-directed and be self-in-control so that in the end, they can be able to manage themselves and their behavior on a long-term basis.
**Criteria for Identifying Evidence-Based Practices**
To ascertain evidence-based practice, one should critically assess the quality, consistency and applicability of the research. According to Horner et al. (2020), EBPs are the interventions that can be confirmed through numerous rigorous studies that can prove the measurable and positive results. In a similar fashion, Nitz et al. (2023) emphasize the fact that a practice to be deemed evidence-based within the context of RTI should be replicable and effective among different groups of students.
Educators should also evaluate the viability of a practice as well as its cultural suitability in their school situation. The researchers note that cultural responsiveness is one of the main highlights of successful EBPs, which presents equity and inclusion in heterogenous classrooms (Lim et al., 2024). Zhang et al. (2023) also discuss that the success of RTI requires evidence-based strategies that should be practical and applicable in various school settings. By these standards schools can be sure of an intervention that is both scientifically valid and locally applicable.
**Implementation and Impact in School Settings**
The necessary implementation of EBPs in the framework of RTI presupposes collaboration of teachers and administrative support, as well as continuous professional development. Nitz et al. (2023) discovered that multi-tiered systems excel well when teachers are trained to utilize data to make decisions and track the student progress. This evidence-based procedure will make sure that interventions can be implemented faithfully and modified in case of necessity.
The example of PBIS is based on the regular use of the behavioral expectations and reinforcement plans. As practiced faithfully, PBIS has been found to decrease disciplinary events and establish more encompassing learning spaces (Horner et al., 2020). Equally, SEL programs tend to be best developed with the assistance of teachers, counselors, families, where students develop their skills at home and school (Lim et al., 2024).
Self-management interventions are effective because educators need to give regular feedback and monitor progress as time goes by. Smith et al. (2022) report that students who are taught how to track their behavior showed more self-control and reduced disruption and more engagement in their academic work. In all three EBPs, fidelity of implementation is imperative in producing desirable results in the RTI model.
**Conclusion**
Evidence-Based Practices are a potent method of facilitating the right behavior and academic achievement through integrations in the Response to Intervention framework. PBIS, SEL, and self-management interventions provide a great example of prevention, consistency, and improvement based on data. Various studies prove these practices change student’s behavior as well as enhance the environment of the school. When teachers apply evidence-based practices (or EBPs) with fidelity and monitor progress and interventions that respond to student need, the use of RTI can help to ensure inclusion and equity. Comprehensive evidence-based RTI frameworks are a best practice for improving outcomes in behavior, academics, learning environments that are positive and respectful, according to Horner et al. (2020) and Zhang et al. (2023)
**References**
Horner, R. H., Sugai, G., & Lewis, T. (2020, March).
_Is school-wide positive behavioral interventions and supports (PBIS) an evidence-based practice?_ [White paper]. Retrieved from
[https://wvpbis.org/wp-content/uploads/PBIS-Research-Evidence-Based.pdf](https://wvpbis.org/wp-content/uploads/PBIS-Research-Evidence-Based.pdf)
Lim, J. H., Rho, E., & Yang, C. (2024). Evidence-based practices of culturally responsive social and emotional learning (SEL) programs: A systematic review and meta-analysis.
_School Psychology Review,_ 1–16.
[https://doi.org/10.1080/2372966x.2024.2432853](https://doi.org/10.1080/2372966x.2024.2432853)
McIntosh, K. (2023). Schoolwide positive behavioural interventions and supports and human rights: Transforming our educational systems into levers for social justice.
_International Journal of Developmental Disabilities, 69_(1), 5–12.
[https://doi.org/10.1080/20473869.2022.2116223](https://doi.org/10.1080/20473869.2022.2116223)
Nitz, J., Brack, F., Hertel, S., Krull, J., Stephan, H., Hennemann, T., & Hanisch, C. (2023). Multi-tiered systems of support with focus on behavioral modification in elementary schools: A systematic review.
_Heliyon, 9_(6).
[https://doi.org/10.1016/j.heliyon.2023.e17506](https://doi.org/10.1016/j.heliyon.2023.e17506)
Smith, T. E., Thompson, A. M., & Maynard, B. R. (2022). Self‐management interventions for reducing challenging behaviors among school‐age students: A systematic review.
_Campbell Systematic Reviews, 18_(1).
[https://doi.org/10.1002/cl2.1223](https://doi.org/10.1002/cl2.1223)
Zhang, J., Martella, R., Kang, S., & Yenioglu, B. (2023). Response to intervention (RTI)/multi-tiered systems of support (MTSS): A nationwide analysis.
_Journal of Educational Leadership and Policy Studies, 7_(2).
[https://files.eric.ed.gov/fulltext/EJ1396417.pdf](https://files.eric.ed.gov/fulltext/EJ1396417.pdf)
**## Assig2.docx**
**Assignment #2 (See due date in the schedule file in Modules or Course Calendar) In this assignment you will identify 3 effective practices or interventions that have been proven in the professional literature to be effective with children with special needs and 3 ineffective practices used with this population. You can use the effective practices in Assignment 1, but your analysis of the professional literature needs to be thorough. You will also find 3 interventions or practices that have proven to be ineffective with this same population. Your analysis of both effective and ineffective practices needs to reflect the professional literature, not your opinion. .**
**These interventions may be academic or social and do not have to use only classroom examples, but can be from community and home settings as well. The ineffective strategies may be ineffective because of poor implementation or the theoretical foundation is flawed. You can use practices that you have seen used with children with special needs in any setting – not just the classroom, but you should provide some professional references and clear statements about why these interventions or practices are ineffective or inappropriate – not your opinion. So, you should have a final paper of no more than 5 pages (not counting reference pages) and containing 3 effective and 3 ineffective interventions or practices. These interventions do not need to be listed in any order – such as best to worst or good to the best. You will be able to use the content articles you selected for use in effective practices and practices in Assignment 1, but you will have to add to that the ineffective practices or interventions in order to write a group paper that examines the 3 most effective interventions and 3 ineffective classroom practices that are used with children with special needs. You should also explain why you selected the three most ineffective strategies. This need not be a lengthy discussion but you must provide a coherent explanation as to why you consider them ineffective. You must receive a score of at least 80% in order to pass the class, If you receive a score of less than 80%, you will have to work with the instructor in order to complete a remedial program for this assignment.**
**Again, this paper should be focused around the professional literature- not your opinion.**
**You should also use interventions that have been used within the lasts 10 years. No need to discuss trepanning (You'll have to look that up.) Have some fun with this assignment.**
You should also explain why you selected the three most effective and ineffective strategies. This need not be a lengthy discussion but you must provide a coherent explanation as to why you consider them effective or ineffective. You must receive a score of at least 80% in order to pass the class. If you receive a score of less than 80%, you will have to work with the instructor in order to complete a remedial program for this assignment.
**EEX 6051 – Program Level Outcome Data Collection Rubric**
| | |
| — | — |
| EEX 6051 – Program Level Outcome Data Collection Rubric |
| **Criteria** | **Ratings** |
| This criterion is linked to a Learning OutcomeProgram Level Outcome EEX 6051<br>Explain and analyze evidence-based instructional strategies designed to reduce learning barriers and increase engagement and learning for students with diverse learning needs. | **Excellent: Describe and critically examines an array of EBPs with diverse learners and students with special needs Thorough discussion and analysis of EBP and interventions in relation to needs of the diverse learner**<br>**Good: Describes and examines an array of EBPs with diverse learners and student with special needs Discusses and provides a limited analysis of EBP and interventions in relation to needs of the diverse learner**<br>**Developing: Only provides a limited number of EBP interventions commonly used and/or educational practices that may not have evidence of being EBP for diverse learners and students with special needs Provides only personal opinion or inadequate analysis of EBP and interventions**<br>**Unsatisfactory: Does not provide evidence of EBP in interventions used with diverse learners and students with special needs Does not critically examine EBP interventions used with diverse learners and students with special needsMastery** |
**## Assignment_1.docx**
2
**Response to Intervention (RTI) and Evidence-Based Practices in Promoting Appropriate Behavior**
Response to Intervention (RTI) and Evidence-Based Practices in Promoting Appropriate Behavior
**Introduction**
Schools are under more and more pressure to meet the academic and behavioral needs of all of their students. The RTI model is designed for teachers and educators to properly give a tiered system with evidence-based. For an intervention to be evidence-based, Evidence Based Practice (EBP) is critical to RTI programs. Effective evidence-based programs or strategies are derived from studies supporting their likelihood of producing a desired outcome. The RTI system and other replacement experts help staff further boost positive behavior and academic performance through RTI systematic utilization. Staff can determine the efficacy and fairness of interventions through the assessment data made available by RTI (Zhang et al., 2023).
**RTI and Evidence-Based Practices**
RTI refers to the approach that aims at meeting the students’ needs. The first tier is referred to as universal support. It is also referred to as support of all students. The second one is referred to as Tier 2 and it means specific interventions. Specific interventions mean those who need some special help. The third one is known as Tier 3 and it is intensive individualized support. According to Zhang et al. (2023), both levels rely on evidence-based interventions, which are essential to ensure that the interventions are effective and consistent.
RTI models along with EBPs have more positive behavioral and academic outcomes than traditional reactive models, according to the research. According to Nitz and colleagues (2023), the best practice in RTI and MTSS is evidence-based behavior intervention which can be implemented at any level. When we do not let things get out of hand but take corrective action before the situation blows up, it is effective. Also, it enables schools to address those issues before they become complicated. The application of EBPs makes the process clear, measurable, and flexible, since data informs instruction.
**Evidence-Based Practice 1: Positive Behavioral Interventions and Supports (PBIS)**
RTI framework includes the positive behavior intervention supports that are one of the most powerful evidence-based practices. The behavioral management promoted by PBIS is based on the teaching and reinforcement of positive behaviors instead of punishment. Horner et al. (2020) claim that PBIS is an evidence-based practice since a large body of research confirms its effectiveness in changing the behavior of students and the number of office referrals and suspensions.
PBIS relies on a three-tiered approach that resembles RTI: Tier 1 creates universal standards of all students, Tier 2 involves specific interventions with students at risk, and Tier 3 provides students with a persistent behavioral challenge with specific interventions. Another aspect of equity and social justice that is emphasized by McIntosh (2023) is that PBIS leads to the development of inclusive and respectful environments in which every student can learn and succeed. PBIS can be used to build safe and supportive learning communities through regular reinforcement, unambiguous behavior expectations, and information-intensive observation.
**Evidence-Based Practice 2: Social-Emotional Learning (SEL)**
Another well-known EBP, which is in line with RTI, is Social-Emotional Learning (SEL). SEL aims at building self-awareness, self-regulation, social awareness, relationship skills, and responsible decision-making skills on the part of the students. These skills directly enhance actions, emotional wellbeing and academic achievement. Lim et al. (2024) discovered that culturally responsive SEL programs can greatly develop the social-emotional outcomes of the students and minimize their behavioral issues in different populations.
Within the framework of RTI, SEL can be used as preventive measures in Tier 1 to help every student to develop emotional and social skills. At Tier 2 and 3, students with higher behavioral/emotional needs are provided with more intensive SEL programs. The SEL programs have been found to be especially useful when the classroom observations and progress monitoring data inform the instruction and intervention changes. Through the use of SEL in RTI, schools contribute to empathy, cooperation, and emotional stability, which are the major factors of minimizing classroom disturbances and enhancing educational activity.
**Evidence-Based Practice 3: Self-Management Interventions**
Another evidence-based interventions that work in the RTI frameworks include self- management interventions. These interventions are based on educating students to identify, observe and control their behavior through such strategies like self-monitoring, goal-setting and self-reinforcement. Smith et al. (2022) showed that self-management interventions are effective in reducing difficult behaviors and enhancing independence among school-going children based on a systematic review.
Self-management can be incorporated in the three levels of RTI. In the first tier (Tier 1), they can have a general classroom behavior goal, whereas in the second tier (Tier 2), at-risk students can use small-group intervention which can assist them to monitor their behavior and reflect on it. At Tier 3, individual plans address certain behavioral issues. Smith et al. (2022) also state that self-management is the most effective with the support of reinforcement systems like PBIS because they are also based on student accountability and consistent feedback. The interventions will help the student to be self-directed and be self-in-control so that in the end, they can be able to manage themselves and their behavior on a long-term basis.
**Criteria for Identifying Evidence-Based Practices**
To ascertain evidence-based practice, one should critically assess the quality, consistency and applicability of the research. According to Horner et al. (2020), EBPs are the interventions that can be confirmed through numerous rigorous studies that can prove the measurable and positive results. In a similar fashion, Nitz et al. (2023) emphasize the fact that a practice to be deemed evidence-based within the context of RTI should be replicable and effective among different groups of students.
Educators should also evaluate the viability of a practice as well as its cultural suitability in their school situation. The researchers note that cultural responsiveness is one of the main highlights of successful EBPs, which presents equity and inclusion in heterogenous classrooms (Lim et al., 2024). Zhang et al. (2023) also discuss that the success of RTI requires evidence-based strategies that should be practical and applicable in various school settings. By these standards schools can be sure of an intervention that is both scientifically valid and locally applicable.
**Implementation and Impact in School Settings**
The necessary implementation of EBPs in the framework of RTI presupposes collaboration of teachers and administrative support, as well as continuous professional development. Nitz et al. (2023) discovered that multi-tiered systems excel well when teachers are trained to utilize data to make decisions and track the student progress. This evidence-based procedure will make sure that interventions can be implemented faithfully and modified in case of necessity.
The example of PBIS is based on the regular use of the behavioral expectations and reinforcement plans. As practiced faithfully, PBIS has been found to decrease disciplinary events and establish more encompassing learning spaces (Horner et al., 2020). Equally, SEL programs tend to be best developed with the assistance of teachers, counselors, families, where students develop their skills at home and school (Lim et al., 2024).
Self-management interventions are effective because educators need to give regular feedback and monitor progress as time goes by. Smith et al. (2022) report that students who are taught how to track their behavior showed more self-control and reduced disruption and more engagement in their academic work. In all three EBPs, fidelity of implementation is imperative in producing desirable results in the RTI model.
**Conclusion**
Evidence-Based Practices are a potent method of facilitating the right behavior and academic achievement through integrations in the Response to Intervention framework. PBIS, SEL, and self-management interventions provide a great example of prevention, consistency, and improvement based on data. Various studies prove these practices change student’s behavior as well as enhance the environment of the school. When teachers apply evidence-based practices (or EBPs) with fidelity and monitor progress and interventions that respond to student need, the use of RTI can help to ensure inclusion and equity. Comprehensive evidence-based RTI frameworks are a best practice for improving outcomes in behavior, academics, learning environments that are positive and respectful, according to Horner et al. (2020) and Zhang et al. (2023)
**References**
Horner, R. H., Sugai, G., & Lewis, T. (2020, March).
_Is school-wide positive behavioral interventions and supports (PBIS) an evidence-based practice?_ [White paper]. Retrieved from
[https://wvpbis.org/wp-content/uploads/PBIS-Research-Evidence-Based.pdf](https://wvpbis.org/wp-content/uploads/PBIS-Research-Evidence-Based.pdf)
Lim, J. H., Rho, E., & Yang, C. (2024). Evidence-based practices of culturally responsive social and emotional learning (SEL) programs: A systematic review and meta-analysis.
_School Psychology Review,_ 1–16.
[https://doi.org/10.1080/2372966x.2024.2432853](https://doi.org/10.1080/2372966x.2024.2432853)
McIntosh, K. (2023). Schoolwide positive behavioural interventions and supports and human rights: Transforming our educational systems into levers for social justice.
_International Journal of Developmental Disabilities, 69_(1), 5–12.
[https://doi.org/10.1080/20473869.2022.2116223](https://doi.org/10.1080/20473869.2022.2116223)
Nitz, J., Brack, F., Hertel, S., Krull, J., Stephan, H., Hennemann, T., & Hanisch, C. (2023). Multi-tiered systems of support with focus on behavioral modification in elementary schools: A systematic review.
_Heliyon, 9_(6).
[https://doi.org/10.1016/j.heliyon.2023.e17506](https://doi.org/10.1016/j.heliyon.2023.e17506)
Smith, T. E., Thompson, A. M., & Maynard, B. R. (2022). Self‐management interventions for reducing challenging behaviors among school‐age students: A systematic review.
_Campbell Systematic Reviews, 18_(1).
[https://doi.org/10.1002/cl2.1223](https://doi.org/10.1002/cl2.1223)
Zhang, J., Martella, R., Kang, S., & Yenioglu, B. (2023). Response to intervention (RTI)/multi-tiered systems of support (MTSS): A nationwide analysis.
_Journal of Educational Leadership and Policy Studies, 7_(2).
[https://files.eric.ed.gov/fulltext/EJ1396417.pdf](https://files.eric.ed.gov/fulltext/EJ1396417.pdf)
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