difference between targeted and universal supports.pdf
The Teacher’s Pocket Guide for Positive Behavior Support
Targeted Classroom Solutions
by Tim Knoster, Ed.D.
PAUL H BROOKES PUBLISHING CO.
Bloomsburg University of Pennsylvania
and Robin Drogan, Ph.D.
Baltimore·London·Sydney
Contents
- How Are Targeted Supports Different from Universal Supports, and Which Students Will Benefit from Them?
- What Is Targeted Support, and What Does It Mean to Provide Such Support in the Classroom?
- How Do I Gather Practical Information on Student Behavior in My Classroom?
- What Do Targeted Supports Look Like in a School Using PBIS?
- What Do Targeted Supports Look Like in a Classroom in a Traditional School?
- How Do You Adjust Targeted Supports Based On Student Progress?
- How Do Targeted Supports Relate to Individualized Intensive Supports?
- References
- Appendix: Blank Forms
- Resources
About the Authors
Tim Knoster, Ed.D.
Tim Knoster is a professor at the McDowell Institute for Teacher Excellence in Positive Behavior Support in the College of Education at Bloomsburg University of Pennsylvania. He has extensive experience in providing professional development for classroom teachers and has served as Executive Director of the International Association for Positive Behavior Support since its inception in 2003.
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Robin Drogan, Ph.D.
Robin Drogan is an assistant professor and graduate program coordinator in the Department of Exceptionality Programs at Bloomsburg University of Pennsylvania. She has been involved in the education of individuals with disabilities for over 20 years and focuses on tiered behavioral and academic supports for students.
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How Are Targeted Supports Different from Universal Supports, and Which Students Will Benefit from Them?
As a teacher, time is likely one of your most precious commodities. This book aims to provide helpful content for anyone working directly with young children or adolescents in a classroom setting. Student behavior is a major factor in the daily experiences teachers face, and understanding effective interventions can assist in managing classroom challenges.
Starting with a Firm Foundation of Universal Approaches
Effective classroom management creates a solid foundation for building targeted supports. A wide array of universal approaches can help diminish the likelihood of misbehavior and facilitate student growth.
| Universal practice | Brief description of the universal practice |
|---|---|
| Building rapport | The teacher’s actions create trust with each student, resulting in constructive relationships based on mutual respect. |
| Establishing/teaching performance expectations | The teacher and students collaboratively identify behavioral expectations and operationally define them through simulations and booster sessions throughout the school year. |
| Positive reinforcement (behavior-specific praise) | The teacher provides verbal praise specifically linked to expected behavior, reinforcing positive actions. |
| Achieving the 4:1 ratio | The teacher aims for four positive reinforcements for every instance of redirection, promoting positive interactions. |
What Are Universal (Tier 1) Supports, and Who Are They For?
Universal supports are designed for all students and contribute to a positive classroom environment. Ensuring components like rapport, clear expectations, and reinforcement are addressed will enhance student engagement and foster a conducive learning atmosphere.
Which Students Can This Book Help?
This book is intended for teachers aiming to help all students learn and grow, focusing on both academic and social-emotional competence. Students with challenging life experiences may require more targeted support, which is addressed through the strategies emphasized in this guide.