Intervention When Off-Task Behavior Occurs

RUNNING HEAD: Intervention When Off-Task Behavior Occurs 1
Schools are perceived by many individuals as systems of intervention mainly based on
enhancing the productivity of various outcomes which are deemed as very imperative in any
particular society. Some of these skills that schools are expected to nature include literacy,
critical and creative thinking and also personal competence in the social-economical arena.
However, this normally turns out to be a considerably a hard task to achieve considering the
learning and developing nature of an individual student. Additionally, diverse problems are
growing now and then just like those challenges which the youths of school age face. Due to this,
there rises the need to have some plans for intervening. This is most especially when there is the
emergency of an off-task behavior among the learners. This includes an arrangement involving a
common multi-layer of three prevention tiers which are in real case supports for through
intervening to the students.
Firstly, the tier one which is the primary intervention is the universal or rather school-wide
efforts of prevention. This involves efforts of prevention which enhance the process of learning
for every learner in the school. This is usually done in the anticipation that nearly all the students
will positively respond to the remedies which are mainly to assist them. This will translate to the
fact that no additional intervention will ever be required. In this Tier 1 activities, a school might
consider adopting a reading curriculum which is based on research after which all the students
are properly screened say four times annually to fully determine which student might be
requiring some help in that particular curriculum used school-wide. In the next Tier, 2, which is
the secondary strategy of prevention, those students who have been previously identified to have
weaknesses get specialized supplemental attention. For example, if a teacher notices that 15% of
the students are poor in reading, he/she can consider offering tutorial intervention by peers
throughout the school. At the tertiary level Tier 3, the most immediate goal at this tier is to
Intervention When Off-Task Behavior Occurs 2
remedy those problems which are currently existing and additionally preventing probable severe
ones occurring as a result of persistency.
Evidently, it is very true that instructors who are receptive to the individual needs of understudies
and pupils in their classrooms consistently evaluate them. These include understudies' aptitudes
and responsiveness to instructional systems, giving extra backings and remediation at an entire
class, little gathering, or individual level as important.
Ervin, R. "Considering Tier 3 within a Response to Intervention model. RTI Action Network."

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