difference between targeted and universal supports.pdf
The Teacher’s Pocket Guide for Positive Behavior Support
Targeted Classroom Solutions
by Tim Knoster, Ed.D.
Contents
- About the Downloadable Materials
- About the Authors
- Preface
- 1 How Are Targeted Supports Diferent from Universal Supports, and Which Students Will Benefit from Them?
- 2 What Is Targeted Support, and What Does It Mean to Provide Such Support in the Classroom?
- 3 How Do I Gather Practical Information on Student Behavior in My Classroom?
- 4 What Do Targeted Supports Look Like in a School Using PBIS?
- 5 What Do Targeted Supports Look Like in a Classroom in a Traditional School?
- 6 How Do You Adjust Targeted Supports Based On Student Progress?
- 7 How Do Targeted Supports Relate to Individualized Intensive Supports?
- References
- Appendix: Blank Forms
- Resources
About the Authors
Tim Knoster, Ed.D.
Tim Knoster, Ed.D., is a professor at the McDowell Institute for Teacher Excellence in Positive Behavior Support at Bloomsburg University of Pennsylvania. The McDowell Institute emphasizes the translation of research on multi-tiered systems of support into practice in schools. Dr. Knoster has extensive experience in providing professional development for classroom teachers and has published numerous works on positive behavior support in schools.
Robin Drogan, Ph.D.
Robin Drogan, Ph.D., is an assistant professor and graduate program coordinator in the Department of Exceptionality Programs at Bloomsburg University of Pennsylvania. She has more than 20 years of experience in the education of individuals with disabilities, with practical interests in tiered behavioral and academic supports for students.
How Are Targeted Supports Different from Universal Supports, and Which Students Will Benefit from Them?
Teachers have a personal, firsthand understanding of the rewards and challenges experienced in classrooms on a daily basis. Student behavior is a major cause of these challenges. This book serves as a quick and encouraging guide to behavior interventions for students needing extra support.
Differences Between Targeted and Universal Supports
| Universal practice | Brief description of the universal practice |
|---|---|
| Building rapport (staying close) | The teacher’s actions result in each student trusting that the teacher has a genuine interest in him or her as a person. |
| Establishing performance expectations | The teacher and students identify broad expectations and create positively stated definitions that reflect student behaviors. |
| Positive reinforcement (behavior-specific praise) | The teacher's presentation of a desired stimulus is contingent on the student acting in a manner that is expected. |
| Achieving the 4:1 ratio | The teacher achieves a ratio of four positive reinforcements for each instance of redirection for problem behavior. |
What Are Universal (Tier 1) Supports, and Who Are They For?
Universal supports are for everybody. The key components establish a climate conducive to learning, making it clear that you care about your students, what they should be doing, and that doing what they are supposed to do pays off.
Students Who Need More Support
Some students will need additional, more targeted support. This book provides guidance to teachers working with students who have not responded adequately to universal approaches and are in need of additional targeted support. The practices described are based on literature and reflect evidence-based practice, framed within a preventive context of a multi-tiered system of support (MTSS) framework.