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Academic Interventions
Remember: these interventions can be modified/ adapted to any subject and/or grade level
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Additional Evidence Based Interventions
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Whole Group Behavior Management Strategies
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| Active Teaching of Classroom Rules |
| This intervention teaches classroom rules as a lesson with feedback and examples. It also includes a brief daily review/rehearsal to reinforce learning. |
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| Teaching Transition Time |
| Reducing transition time between activities not only increases instructional time but also contributes to a positive classroom climate by limiting opportunities for inappropriate behavior. |
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| 6 Steps to Effective Classroom Transitions |
| Rapid, orderly transitions are an essential component of proactive classroom management. This multicomponent intervention targets transitions with a combination of explicit instruction, active supervision, goal setting, timing, and performance feedback in a game-like format. |
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| The Timely Transitions Game: Reducing Room-to-Room Transition Time |
| Room-to-room transitions are likely scenarios for inappropriate and disruptive behavior because students are physically closer to each other, the situation is less structured, and teachers have more difficulty monitoring behavior. This game-like intervention encourages students to make rapid, disruption-free transitions with a combination of overt timing, publicly posted feedback, and an interdependent group contingency with randomly selected transitions and time criteria. |
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| Delivering Effective Commands: The Precision Request Program |
| Ineffective commands provide opportunities for students to argue with the teacher, reducing academic learning time and damaging teacher-student relationships. The precision request program enhances command effectiveness with a structured sequence of instructions using specific words (please and need), positive social reinforcement, and backup consequences for noncompliance. |
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| Delivering Effective Praise |
| This intervention combines the 3 dimensions of praise (specificity, contingency, and process-focused) to maximize the impact of teacher-delivered positive attention. |
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| Delivering Effective Reprimands |
| Reprimands are often ineffective in increasing on-task behavior or academic productivity and, when overused, can contribute to a negative classroom environment and actually intensify disruptive behavior. This intervention combines the 6 empirically demonstrated elements that enhance reprimand effectiveness. |
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| Debriefing: Helping Students Solve Their Own Behavior Problems |
| When students persist in behaving ineffectively, teachers are likely to deliver increasingly punitive consequences, creating an escalating cycle of problem behavior. Debriefing is designed to help students identify and use socially acceptable behaviors when they confront challenging situations and can be conducted in one-to-one or small group formats. |
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Whole Group Academic Strageties/ Interventions
| Cover, Copy, and Compare: Increasing Academic Performance with Self-Management |
| Cover, Copy, Compare (CCC) is a self-managed intervention that can be used to enhance accuracy and fluency in a variety of academic skill domains. CCC has been successful in improving academic engagement and achievement for students with and without disabilities in elementary, middle, and high school classrooms. CCC requires little student training or teacher time and can be implemented as a whole-class activity or as part of an independent seatwork period. |
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| Using Response Cards to Increase Academic Engagement and Achievement |
| Response card lesson formats increase students? opportunities to respond and enhance instructional effectiveness by permitting teachers to conduct ongoing assessments of student performance, provide immediate feedback, and modify instruction until all students demonstrate understanding |
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| Classwide Peer Tutoring (CWPT) |
| CWPT is a low-cost, efficient instructional intervention that enhances student achievement by increasing opportunities for active responding and immediate feedback. CWPT has been successful in improving academic achievement, productivity, and attitudes toward learning in a wide variety of subjects and in regular, inclusive, and special education settings. |
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| Self Monitoring of Academic Productivity |
| In this simple, cost-effective strategy, students learn to monitor and rate themselves on a set of behaviors that enhance the likelihood of academic success, including attending to directions, beginning assignments promptly, and asking appropriate for help when needed |
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Reading Interventions
| Word Building |
| This intervention assists students in fully decoding words by systematically directing their attention to each grapheme position within a word. |
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| Graphosyllabic Analysis: 5 Steps to Decoding Complex Words |
| All too many students fail to reach the full alphabetic phase of reading, in which readers are able to decode multisyllabic words by forming complete connections between the spellings and pronunciations of syllabic units. In this intervention, students learn a strategy for analyzing words into their constituent parts as they practice reading a set of multisyllabic words over several trials. |
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| Repeated Reading |
| In this intervention, the student reads through a passage repeatedly, silently or aloud, and receives help with reading errors. |
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| Paired Reading |
| Paired reading is a simple, effective strategy that requires little training and can be used at home or at school. Paired reading improves word identification, fluency, and comprehension and is rated highly by parents and children alike. |
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| Partner Reading |
| Partner Reading combines two strategies that have been demonstrated to enhance reading fluency- repeated reading and listening previewing- and delivers them in a peer-mediated format that permits all students in a class room to participate simultaneously in active reading practice. |
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| Listening Preview with Keyword Discussion |
| Listening preview has been validated as an effective fluency-building strategy across a variety of student populations and settings from elementary through secondary levels. |
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| Peer Tutoring in Vocabulary |
| In this peer tutoring strategy, pairs of students practice vocabulary words together, with rewards contingent upon the combined academic performance of both students. It can be easily incorporated within the reading instructional period, using either a single list of vocabulary words for all students or different lists for small, skill-based instructional groups. |
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| Story Mapping |
| Attending to the structural elements of the narrative during the story mapping process helps students to think about the content and relate it to prior knowledge, leading to better reading comprehension. The intervention is delivered in three phases that are designed to increase students? independent use of story mapping over time. |
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| 3 Steps to Better Spelling with Word Boxes |
| Word box activities help students make connections among the sounds in a word, the letters matching the sounds, and the orthographic pattern of the word. This strategy presents a three-part word box activity consisting of sound segmentation, letter-to-sound matching, and spelling. It is typically implemented in one-to-one or small group settings, but can be used in a whole-class format. |
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| Add-A-Word for Spelling Success |
| In this intervention, students learn a 5-step self-managed procedure for daily spelling practice, using words from individual ?flow lists? that are adjusted based on performance on daily tests. Words must be spelled correctly for 2 consecutive days before they are dropped from the list and a new word added. |
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Math Interventions
| Reciprocal Peer Tutoring in Math (RPT-M) |
| RPT-M is designed to help students manage their academic progress in a group context. Students are trained to serve as instructional partners for each other, select team goals for academic performance, and manage their own reward contingencies. |
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| Fast Draw: Improving Math Word Problem Solving with Strategy Instruction |
| To solve word problems successfully, students must not only be able to perform the necessary computations, but must also understand the questions that are being asked, identify the relevant information within the problem, and determine the specific operations needed to solve the problem. In this intervention, students learn an 8-step strategy for solving math word problems, along with self-regulation procedures to assist them in completing the strategy successfully. |
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