SPED 843

Advanced Methods & Assessment Strategies for Students with Significant Behavior, Social & Emotional Need

SPED 843 covers effective strategies for supporting, managing, and teaching children and youth with behavioral, social, and emotional challenges to promote positive outcomes.

Intervention to Supporting Learning and Behavior

In this assignment, you'll choose an evidence-based Tier 2 or Tier 3 academic support from the What Works Clearinghouse, create an intervention grid, and write a 500–750 word essay explaining your selection process and rationale, supported by primary sources. APA format and a reference list are required.

Reflection

In this reflection, I describe how SPED 843 deepened my understanding of emotional and behavioral disorders and inspired me to implement early identification strategies, collaborative problem-solving, and targeted professional development to better support my preschool staff and students.

Professional Development Resources

The following links provide additional resources that support and expand on the ideas discussed in my reflection on SPED 843. These materials are intended to guide and enrich the professional development of my staff at Shalem Preschool, especially in understanding and responding to emotional and behavioral disorders in young children. They align with the strategies outlined in my plan to foster early identification, collaborative intervention, and the use of positive behavior supports in our classrooms.

Ci3T (Comprehensive, Integrated, Three-Tiered) models of prevention assist schools in developing a comprehensive, systems-oriented approach that addresses the needs of all students. These models integrate supports across academic, behavioral, and social-emotional domains to promote the overall success of each learner. By fostering collaboration and teamwork among school staff, families, and community stakeholders, Ci3T encourages cohesive, school-wide efforts. Additionally, Ci3T models prioritize educator well-being and professional growth by using data to inform ongoing learning, establishing clear expectations for staff and students, and cultivating supportive, positive school environments.

In the video titled "Issues in Identification, Evaluation, & Eligibility in the Category of EBD," Dr. Timothy Landrum presents at the 2013 Research to Practice Conference. He defines Emotional and Behavioral Disorders (EBD), discusses challenges in their identification and evaluation, and addresses eligibility criteria. The presentation emphasizes the importance of accurate assessment and the complexities involved in diagnosing EBD in educational settings.

This video series provides an overview of the Comprehensive, Integrated, Three-Tiered (Ci3T) Model of Prevention, designed to help educators implement a proactive framework that integrates academic, behavioral, and social-emotional supports. It covers key components such as tiered interventions (Tiers 1, 2, and 3), data-based decision-making, family and community engagement, and strategies for professional development and sustainable implementation. The series serves as a practical resource for school teams to build and maintain effective, inclusive support systems for all students.

Branching Minds is an educational platform that supports Multi-Tiered System of Supports (MTSS) and Response to Intervention (RTI) frameworks. It integrates various assessment data, including social-emotional and behavioral health evaluations, to help educators identify students needing additional support. For early childhood education, Branching Minds facilitates systematic screening for literacy development and behavioral assessments, enabling timely interventions tailored to young learners' needs. By consolidating data and offering evidence-based intervention strategies, the platform assists educators in creating personalized support plans to enhance student outcomes.

The BASC-3 Behavioral and Emotional Screening System (BESS) is a reliable, quick, and systematic tool designed to assess the behavioral and emotional strengths and weaknesses of children and adolescents from preschool through high school. It offers brief screening measures completed by teachers, parents, and students to identify potential behavioral and emotional concerns that may require intervention or instructional adaptation.