Why is it critical for teachers to understand transitions in the schools?
Martella, Comprehensive Behavior Management, Second Edition 1. What are the four levels of time associated with each academic day?
2. Why is it critical for teachers to understand transitions in the schools?
3. How can teachers better manage their time with students during the school day?
4. Discuss the five teaching functions teachers should utilize and how they should utilize
them in their classrooms.
5. How does most-to-least prompting differ from least-to-most? Provide examples for
both types of prompting procedures.
6. What are the three components for providing effective instruction? How do these
components tie together?
7. What is differentiated instruction? How can it be used in the classroom?
8. What are the three teaching behaviors that can help to reduce behavior problems in
the classroom?
9. What is an academic functional assessment? Provide an example of how to conduct
such an assessment.
10. Explain how Direct Instruction meets all seven criteria for an effective program.
A.
B.
C.
D.
E.
F.
Martella, Comprehensive Behavior Management, Second Edition G.
1. How do the key elements of SWPBIS help it obtain its goals?
2. Explain the role of the leadership organization system in a SWPBIS program.
3. Explain the role of the schoolwide organizational system in a SWPBIS program.
4. Explain the role of the non-classroom organizational system in a SWPBIS program.
5. Explain the role of the classroom organizational system in a SWPBIS program.
6. Explain the role of the individual organizational system in a SWPBIS program.
7. Explain the role of the academic support system in a SWPBIS program.
8. Which tier does the SET assess, and how can it be used to evaluate a SWPBIS
program?
9. How is the BAT used to evaluate the secondary- and tertiary-levels of SWPBIS in
schools?
10. What are some challenges a team might face when attempting to implement SWPBIS
in their school?
1. Compare and contrast a strategy, intervention, and program.
2. Why is it difficult for schools to know which intervention to implement?
3. What are the 6 criteria for defining a program as an evidence-based intervention?
1.
2.
3.
4.
5.
6.
4. Why is it important for schools to choose interventions that are evidence-based?
5. Why is it important for an intervention to be operationally defined?
6. What are randomized control trials, and why should they be used when evaluating
interventions?
7. What are the two ways to calculate magnitude of an intervention?
8. Briefly discuss the four areas of capacity schools must consider before implementing a
program (human, technical, physical setting, and funding)
9. Why is it critical for schools to set up implementation goals and objectives for
interventions?
10. What are the goals of evaluating an intervention and how are these goals measured?
Martella, Comprehensive Behavior Management, Second Edition 1. What are the primary similarities and differences between three-tier interventions in
the behavioral and public health fields?
2. How has education policy influenced the development of RTI?
3. What effects are the primary-, secondary-, and tertiary-level interventions expected to
have on student outcomes?
4. Explain the difference between problem solving and standard protocol approaches.
5. What is the difference between response to intervention and resistance to
intervention?
6. What is the difference between response to intervention and responsiveness to
intervention?
7. What is the difference between instruction and intervention?
8. Describe the following key elements of RTI intervention models.
Universal Screening,
Data-based Problem-Solving Process
Continuum of Scientifically-Based Interventions,
Progress Monitoring.
9. What are the common elements or links between RTI and SWPBIS?
10. Are RTI and SWPBIS compatible with one another? Why?
[checkout]
