Special Education Strategy Notebook Essay Example for Free

particular Education Strategy Notebook Essay self monitor is a dodge that is often habituated in family linerooms with small fryren who hold in trouble staying on working(a) class and focusing. It is a rule that involves a assimilator taking responsibility of themselves academic bothy and fashionally and recording when they find themselves non on task. In essence, a sheet of paper is given to a child and a folie is do at certain intervals during the class day. This noise could be something that only the specialised child hears ( much(prenominal) as in an ear piece) or it could be something that is heard by the entire class. Either way, the educatee who is fateicipating in self monitor evidently puts a tally mark in a column for on task or off task on their sheet of paper every succession the noise sounds off and at the end of the day both student and instructor disregard sop up how m some(prenominal) another(prenominal) an(prenominal) measure the student found him or herself off task. This helps put into perspective for the student how much he or she pays attention in a regular day and typically causes them to try trickyer to remain on task until now to a greater extent the following day.It is important that a teacher permits the student enjoy incisively what is meant by on task and off task so that the student understands 100% what is expected of him or her, and it is as well as important that the sound itself not be distracting from the lesson. sluicetually, a student advise be wean off the external cues of the sound, and get out begin self observe without it, which is ideal. B. How do we realize that self monitoring nominates? Put simply, we know that self monitoring works because it has been studied over and over by many inquiryers and has been proven powerful at least the volume of those times.These studies confirm that this strategy helps manage students who be off task in the classroom due to various disrup tive, development related and friendly behaviors. Children of many ages were tested, ranging from ages as young as 4 to kids who atomic number 18 in lofty school, and the findings were consistent. In n too soon all of the tests described in the article I researched, self-monitoring was said to deport decreased off task behaviors dramatically or decreased in assign behaviors or decrease talking out behavior, etc (Hallahan, D. P. Husdon, K. ). C. When should a teacher use self monitoring?As a strategy in a school setting, self monitoring typically works best for students who have problems primarily in attention. This is not a strategy that in truth helps a student learn anything in particular, so the skills for acquire material has to be already in spite of appearance a students capability but who deposenot focus or remain on task long enough to apply these said skills. In laments terms, self monitoring works best when used for applying skills not when beingness introduced to new iodines. Self monitoring can be used successfully for students with attentional tasks in truly any classroom setting.It works great for seat work, when a child is assigned unaffiliated work that they must(prenominal)iness consent sole responsibility for finishing but can also work in a group. Group work often has other students who redeem the self monitor on task, but if this were not the case self monitoring would mute be helpful. D. What does a teacher carry to do to devour self monitoring? It is important that a teacher use each part of the procedure of self monitoring, including lifes, recording sheets and training. Before implementing all of these procedures, a student look ats to be introduced to the idea.It is shrill that a student have a good explanation of why they be required to keep record of their behavior when other students are not. A child needs to be given express commands as to what he or she needs to do this includes a description of what on task and off task are in the teachers terms, what the t whiz or sound go out be, and how often the sound will go off, etc. Once the directions have been given to the child it is also important to go over the recording sheet with him or her and give examples of what will happen during class when he or she is to be recording their behavior.Once a child livemingly understands what is expected, feedback becomes very important. If he or she gets off task, the teacher needs to turn the behavior and then move on. At the equivalent time, if a student has very good behavior it is also important to praise that. afterwards the student gets used to this procedure, a teacher can begin to wean him or her off having to hear the tone to monitor their behavior. This is the ideal situation because then a student simply checks himself without a reminder and will continue to do so. E.How does a teacher know if self monitoring is working? Evaluating whether this strategy is working for a particula r student is very important because if it is not, then thither could actually be deterioration coming from trying to use it. Evaluating also leaves room for modifications that could help different students at different times. The staple way to see if self monitoring is working is to simply gather entropy on the students attention to a task originally using the strategy and then examine that data with what you find after the student has begun to self monitor.To collect data before introducing self monitoring, a teacher can simply do the monitoring herself use a tone and record the attentiveness of that child at each sound. A good practice to collect the real data would be to compare the target student and a student with average attentiveness. If the comparison shows that the level of attention seems to have amend after the strategy is implemented, it has probably worked and vice versa. F. Where can a teacher find to a greater extent cultivation on self monitoring? on that po int are numerous slipway to find out more cultivation on self monitoring from articles, websites, books, etc.Here is a list of sevenfold sources where more information can be found (Hallahan, D. P. Hudson, K. ) Blick, D. W. , Test, D. W. (1987). Effects of self-recording on high-school students on-task behavior. Hallahan, D. P. , Lloyd, J. W. , Stoller, L. (1982). Improving attention with self-monitoring A manual(a) for teachers. Charlottesville, VA University of Virginia Learning Disabilities Research Institute. Hallahan, D. P. , Marshall, K. J. , Lloyd, J. W. (1981). Self-recording during group ascertainion Effects on attention to task. Learning Disability Quarterly, 4, 407-413. G. Self Monitoring Bibliography.Hallahan, D. P. , Hudson, K. G. (2002). Teaching tutorial 2 Self monitoring of attention. Retrieved from www. teachingLD. org Shimabukuro, S. M. , Prater, M. A. , Jenkins, A. , Edelen-Smith, P. (1999). The effects of self-monitoring of academic exercise on stude nts with learn disabilities and ADD/ADHD. Education and Treatment of Children, 22, 397- 414. Webber, J. , Scheuermann, B. , McCall, C. , Coleman, M. (1993). Research on self-monitoring as a behavior focus technique in special education classrooms A descriptive review.Remedial and Special Education, 14, 38-56. Workman, E. A., Helton, G. B. , Watson, P. J. (1982). Self-monitoring effects in a four-year-old childAn ecological behavior summary. Journal of aim psychology, 20, 57-64. II. Time Delay A. What is time hold?Time control is a strategy that focuses on weaning the use of prompts during teaching and educational practices and is nearly often used with students who have Autism Spectrum dis drifts. When instructing someone who has a particular learning disability, sometimes he or she needs superfluous prompting right after the material has been presented this could include least-to-most prompting, simultaneous prompting, etc.thither are two types of time stay progressive and eonian. Progressive time persist takes the immediate additional help given to particular students and lessens it each time material is taught. The time in between the original presentation and the additional help is lengthened as a child gets more roaring learning and unspoilt. Constant time delay passs when a teacher gives no time between the original instruction and the added prompt, then continually lengthens that amount of time when proficiency strengthens (Neitzel, J). B.How do we know that Time Delay is strong? In order to be used in schools for students with Autism Spectrum disorders, time delay had to be researched numerous times and found to be an evidence ground practice. The field of study Professional Development pertain on ASD has specify what they mean by evidence based practice to mean that it includes randomized design studies, single- exposed design studies, and combination of evidence. Randomized design studies must include two experimental group de sign studies and they must be conducted by highly qualified researchers.Three separate investigators must have also conducted five high tincture single-subject design studies. Once this is all through with(p), the evidence from both must be combined to see allow researchers to see if time delay works in real life settings with ASD (Time Delay). C. When should a teacher use time delay? Time delay is a great strategy for a teacher to use when a student in her class has an Autism Spectrum disorder. It has been found that it is most effective when used with children and younker rather than older students, regardless of cognitive level and expressive abilities.According to the evidence listed above, time delay is very effective during the proper(postnominal) ages of 6-11. Teachers can instruct these specific students effectively on a miscellanea of material using time delay such as academics, play/leisure, language/communication, and also social skills. It is important that all of t his teaching be done in clinical environments, though, because that was where the studies were done and showed improvement (Neitzel, J) . D. What does a teacher need to do to implement Time Delay? There are multiple locomote that a teacher must work his or way through in order to implement the time delay strategy.Both progressive and constant time delay procedures involve the same tether go of implementation a cue and target stimulus, learner response, and feedback or consequence. Without all leash of these components, time delay cannot be an effective strategy to use in the classroom while teaching students with Autism Spectrum disorders. The target stimulus, also called the antecedent, is what a teacher wants the student to respond by doing when posed with the cue. The cue is a signal that helps the student figure out what behaviors he or she should be exhibiting.When trying out the time delay strategy, it is important to keep the cues consistent so that the student knows wha t is expected of him or her during every activity. Learner response, the uphold necessary component of time delay, is the behavior that teachers want the student to pick up on. The feedback is the reinforcement of a behavior. Positive feedback when a student does something coverly is essential for that behavior to become consistent. On the opposite end, proscribe feedback when something is done incorrectly is just as important so a student knows to try to give birth a different way.This negative feedback is know as a correction procedure and involves a constant repetition of the cue and prompts necessary for the student to exhibit the correct behavior (Neitzel, J Worley, M). Knowing the bountiful steps for implementing time delay, a teacher must also know the specifics. There are multiple steps that one must go through in order to effectively use the strategy. pure tone one is mentioning the skill or behavior and define them in an observable measure and identify it as wither a discrete task or a chained task.A teacher must also then define learner response behaviors so that they can easily be set as either correct or incorrect. Next, a teacher needs to ensure a students true skills. After this is determined and recorded, an educator must select the target stimulus and cue and clearly let off this to the child, and then do the same with the controlling prompt. Next, reinforces must be identified and the response interval should be decided upon (Neitzel, J. Worley, M). E. How does a teacher know if Time Delay is working?Just as with any teaching strategy, the way to tell if Time Delay is working is to compare student ability before and after the delay is implemented. Before a student is introduced to this strategy a teacher can instruct a student on anything in particular and record the amount of correct and incorrect responses. After this data is recorded, it would be important to introduce time delay and instruct the child on the correct responses , stimuli, etc. Once that is all introduced, the teacher could teach material and again keep track of correct and incorrect responses.If the amount of incorrect responses decreases and the amount of correct responses increases, there is a very good take on this change is due to the implementation of time delay. F. Where can a teacher find more information on Time Delay? Odom, S. L. , Brantlinger, E. , Gersten, R. , Horner, R. D. , Thompson, B. , Harris, K. (2004). Quality indicators for research in special education and guidelines for evidence-based practices Executive summary. Arlington, VA Council for portentous Children Division for Research. Rogers, S. J. , Vismara, L. A. (2008).Evidence based comprehensive treatments for early autism. Journal of Clinical Child and Adolescent Psychology, 37(1), 8-38. Ledford, J. R. , Gast, D. L. , Luscre, D. , Ayres, K. M. (2008). experimental and incidental learning by children with autism during small group instruction. Journal of Autism and Developmental Disorders, 38, 86-103. Liber, D. B. , Frea, W. D. , Symon, J. B. G. (2008). Using time delay to improve social play skills with peers for children with autism. Journal of Autism and Developmental Disorders, 38, 312-323. G. Time Delay Bibliography.Neitzel, J. (2009). Overview of time delay. Chapel Hill, NC National Professional Development touch on on Autism Spectrum Disorders, rough Porter Graham Child Development Institute, The University of marriage Carolina. Neitzel, J. , Wolery, M. (2009). standards for implementation Time delay. Chapel Hill, NC The National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina. Time delay. (2010). National Professional Development Center on ASD, Retrieved from http//autismpdc.fpg. unc. edu/sites/autismpdc. fpg. unc. edu/files/TimeDelay_Steps_0. pdf Mnemonics A. What is Mnemonics?Mnemonics are devices used to help people remember an d recall things that are somewhat hard to remember on their own. Put simply, the job of a mnemotechnical is to make the difficult task of memorisation a little bit sincerer. Using mnemonics helps to combine a presentation a person is comfortable with information that needs to be remembered the association between the presentation and the information makes recall easier (Bringham, R Bringham, M).There is a link between new information and prior knowledge in the presentation of a mnemonic, and often they employ both visual and acoustic cues. There are many different types of mnemonics. The key ledger method works very well with new information, and is right away tied to something that a student already knows. For example, if there is a vocabulary word that a student is trying to learn that sounds like a word they are already familiar with, they can associate the two words together to remember the one they do not know. This association can be made with a picture, or just by memory .Another mnemonic method is the peg-word method. Peg words are similar to keywords but they are know for their rhyming proxies for numbers to help students remember numbered or ordered information. A third mnemonic is known as letter strategies, including acronyms and acrostics. An acronym is a words whose individual letters can represent elements in lists of information. Acrostics are sentences whose first letters represent the information that needs to be remembered (Scruggs Mastropieri, 2002). There are also mnemonics for remembered how to spell, such as pictures with specific letters decorated.B. How do we know that Mnemonics are effective? There have been numerous evidence based research studies done to prove the effectiveness of mnemonics. These studies have shown that students taught material mnemonically have had a significant amount of more success than those students who were not taught in tis way. A specific study was done by Forness, Kavale, Blum and Lloyd in 1997 that concluded that for special education students, instruction using mnemonics showed the most positive results (Forness, S. R. , Kavale, K. A. , Blum, I. M. , Lloyd, J. W. 1997).construction off of these findings, other studies on special education have been compiled and summarized to show that the average child with a learning disability scored 43% correct, while the average mnemonically taught student scored 75% correct (Mastropieri Scruggs, 1989). Also, classroom teacher applications of mnemonic techniques have suggested that these strategies are very effective in inclusive classrooms, in some cases facts of life the performance of students with learning disabilities to that of the normally achieving students (Mastropieri, Sweda, Scruggs 2000 Uberti, Scruggs, Mastropieri, in press).C. When should Mnemonics be used? The fantastic thing most mnemonics is that they can virtually be used whenever, with any student in any subject. This strategy has been through an experiment valida te in english vocabulary, foreign language vocabulary, earth science, physical science, U. S. history, world history, letter recognition, math facts, and spelling. Moreover, it has been experimentally validated that mnemonics not only works in all of these subject areas for average students buy for students with learning disabilities as well.Mnemonics are also appropriate to use with students of any age, ranging from Kindergarten to college. Younger students typically do not have to recall the same amount of facts that are required of those older than them, but they are still useful in learning things such as the alphabet (Levin, 1993). Thus, this strategy is a great one for teachers to use frequently whenever large amounts of information are presented that must be remembered or recalled (Bringham, R. Bringham M. 2001). D. What does a teacher need to do to implement Mnemonics?Mnemonics should be used by all teachers when introducing information that must be remembered and there are certain ways to go about doing so. At first, the teacher should be the leader of mnemonics and should directly guide the students into coming up with specific ways to remember information. When a teacher is directly obscure with every step of creating a mnemonic it is called maximum support. As students become more proficient in using mnemonics, though, it is important for the teacher to take a few steps back and let them go on their own.Once a certain level of proficiency is met, a teacher moves on to intermediate supports. Now, a teacher is still there if needed but most of the responsibility is morose over to the students and their peers to create and use mnemonics. After this step, a teacher can allow students to work on mnemonics independently. Following these steps help to not overwhelm students, and to help them to learn how to use the strategy on their own so that when they move to a different class or school they can take their knowledge of mnemonics with them and conti nue to use them. E. How does a teacher know if Mnemonics are working?The purpose of mnemonics is memorisation so the best way to test if the strategy is working is to frequently question and test students on the information that they are supposed to be learning using the mnemonics. Some students might already know the information or might have guessed, so it is also important to ask them how they remembered the answer they gave. This way, a teacher can easily see if it is the mnemonic helping them recall the information or if it is something else entirely. Students, too, can alert a teacher as to whether or not the strategy is working by simply saying mnemonics are helpful to them specifically or not.F. Where can a teacher find more information about Mnemonics? Mastropieri, M. A. , Scruggs, T. E. (2000). The inclusive classroom Strategies for effective instruction. Columbus, OH Prentice Hall/Merrill. (Chapter 8, Attention and Memory) Mastropieri, M. A. , Scruggs, T. E. (1991). Te aching students ways to remember Strategies for learning mnemonically. Cambridge, MA Brookline Books. Brigham, F. J. , Scruggs, T. E. , Mastropieri, M. A. (1995). Elaborative maps for enhanced learning of historical information Uniting spatial, verbal, and imaginal information.Journal of Special Education, 28, 440-460. Bulgren, J. A. , Schumaker, J. B. , Deshler, D. D. (1994). The effects of a recall enhancement routine on the test performance of secondary students with and without learning disabilities. Learning Disabilities Research Practice, 9, 2-11. G. Mnemonics Bibliography Bringham, R. , Bringham, M. (n. d. ). A focus on mnemonic instruction. (2001). Current Practice Alerts, (5), Retrieved from www. dldcec. org/alerts/ Scruggs, T. , Mastropieri, M. (n. d. ). Teaching tutorial Mnemonic instruction. (2002). Division for Learning Disabilities , 1-26.Retrieved from www. teachingLD. org Mastropieri, M. A. , Scruggs, T. E. (1989a). Constructing more meaningful relationships Mn emonic instruction for special populations. Educational Psychology Review, 1, 83-111. Forness, S. R. , Kavale, K. A. , Blum, I. M. , Lloyd, J. W. (1997). Mega- digest of meta- synopsis What works in special education and related services. Teaching Exceptional Children, 29(6), 4-9. Mastropieri, M. A. , Sweda, J. , Scruggs, T. E. (2000). Teacher use of mnemonic strategy instruction. Learning Disabilities Research Practice, 15, 69-74.Levin, J. R. (1993). Mnemonic strategies and classroom learning A twenty-year report card. The Elementary School Journal, 94(2), 235-244. chore compendium A. What is task analysis? parturiency analysis is a learning strategy that involved breaking a learnable skill into smaller steps that are more manageable for students who need it (Franzone 2009). This strategy is something that is used by every single person at least once in their life, even if done so unconsciously. It is the only way to ever really learn complete processes, for example you have to walk before you can run.By breaking skills into smaller chunks, we all eventually learn specific tasks as if they are second nature and learn to not have to follow the original steps posed. It is necessary, though, to express the different parts that make up the whole (the skill being learned) until absolute ascendance has been achieved (Grove 2012). B. How do we know that task analysis is effective? There are certain criterion that strategies have to meet before they can be used in schools, including in the special ed classroom. Task analysis meets these requirements and has been tested and proven in numerous evidence based practices.To be considered evidence based practice for people with Autism Spectrum disorder, efficacy must be established through peer-reviewed research in scientific journals using randomized or quasi-experimental design studies, single-subject design studies, and then a combination of evidence. High quality randomized design studies are categorized by the absence of critical design flaws that create confounds and the certainty of experimental control at least three times in each study (Horner, Nathan, Odom, Rogers) . When should a teacher use task analysis?Task analysis is a strategy that can be used very effectively with children who have an autism spectrum disorder, no matter their cognitive level and expressive communicative skills. Children from preschool age to high school age have shown through studies that task analysis works and is an effective practice for older learners as well. It is also a good practice to use when teaching educators how to act and teach their students with autism spectrum disorders. Task analysis has been proven to help all of these students in multiple areas. There are ways to use task analysis to teach in a school setting, in a classroom (inclusive or not).Also, there is evidence that it works in home and community settings. For instance, teaching a child with a significant disability how to complet e regular everyday tasks such as coppice teeth, brushing hair, showering, etc becomes more easily possible if you employ task analysis (Franzone 2009). D. What does a teacher need to do to implement Task Analysis? In order to implement a task analysis in a particular classroom, a teacher must follow a set of steps. Step one is to identify the target skill. This step involves targeting a specific skill that is to be learned by the student with Autism Spectrum disorder.To do this, an educator must use the learners Individual Education excogitation/Individual Family Service Plan goals. The skill should consist a series of discrete steps, so as to make learning it a bit easier. For example, washing dishes is an acceptable skill to target. Turning on a sink or preparing, serving and cleaning up dinner would be either too simple or too hard. Step two involves identifying the prerequisite skills of the learner and the materials needed to teach the task. Step three is breaking the skill i nto components. This is the step where true task analysis really begins where the skills are actually busted up into steps.Next, a teacher needs to confirm that the task is completely analyzed in order to sure no step is left out because it would compromise the entire activity. Step five involves find out how the teacher will actually teach the skill. Last, intervention must be implemented and progress must be monitored so that changes can be made if need be. E. How does a teacher know if Task Analysis is working? Before task analysis is implemented, it is important for teachers to closely monitor the student in question to see the skills they have the most trouble with.Keeping record of this will help to see if any bounds in learning have been made once the strategy has been put in place. Observation is key, before and after implementation, and if it is done carefully and cautiously enough a teacher can directly see the impact of the strategy after a student has learned the skill he or she was asked to learn. F. Where can a teacher find more information on task analysis? Alcantara, P. R. (1994). Effects of videotape instructional package on purchasing skills of children with autism. Exceptional Children, 61(1), 40-55. Browder, D. , Trela, K. , Jimenez, B.(2007). Training teachers to follow a task analysis to engage middle school students with moderate and severe developmental disabilities in pose appropriate literacy. Focus on Autism and Other Developmental Disabilities, 22(4), 206-219. Hagopian, L. , Farrell, D. , Amari, A. (1996). Treating total liquid refusal with backward chaining and fading. Journal of utilize expression Analysis, 29(4), 573-575. Liber, D. , Frea, W. , Symon, J. (2008). Using time-delay to improve social play skills with peers for children with autism. Journal of Autism and Developmental Disorders, 38, 312-323. Luscre, D., Center, D. (1996). Procedures for reducing dental alarm in children with autism. Journal of Autism and Dev elopmental Disorders, 26(5), 547-556. G. Task Analysis Bibliography Franzone, E. (2009). Overview of task analysis. Madison, WI National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin. Grove, A. (2013, August 08). Bright hub Task analysis in special education. Retrieved from http//www. brighthubeducation. com/special-ed-learning-disorders/25800-how-task-analysis- Horner, R. , Carr, E. , Halle, J. , McGee, G. , Odom, S. , Wolery, M. (2005).The use of single subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-180. Nathan, P. , Gorman, J. M. (2002). A guide to treatments that work. NY Oxford University Press. Odom, S. L. , Brantlinger, E. , Gersten, R. , Horner, R. D. , Thompson, B. , Harris, K. (2004). Quality indicators for research in special education and guidelines for evidence-based practices Executive summary. Arlington, VA Council for Exceptional Children Division for Research. Rogers, S. J. , Vismara, L. A. (2008). Evidence based comprehensive treatments for early autism.Journal of Clinical Child Adolescent Psychology, 37(1), 8-38. Szidon, K. , Franzone, E. (2009). Task Analysis. Madison, WI National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin. Functional behaviour Analysis What is functional behavior analysis? A functional behavior analysis is a variety of methods to identify and define behaviors that need to be changed. It is the process of gathering and analyzing information about a specific students behavior and accompanying circumstances in order to determine reasons behind certain behaviors.These strategies help teachers identify interventions that will help to reduce these behaviors and help develop appropriate ones to fill the place of the ones being reduced. Functional behavior analysis relies on a number of techniques and strategies to identify the reasons behind each behavi or and to help IEP teams select the interventions that are to be used. It should be integrated passim the process of developing, reviewing, and revising a students Individualized Education Plan (McIntyre, 2001). How do we know that Functional Behavior Analysis is effective?Functional behavior analysis has been researched multiple times by different qualified researchers and has been found to show promising results in student achievement the vast majority of the time. Studies have been conducted multiple times to rule out any researcher error and students have shown forceful differences from before the strategy was implemented to after it was done. It is also important to note that Functional Behavior judgment has obviously been proven effected in that it has become a part of national legislature, the Individuals with Disabilities Education Act.As stated in the act, it is mandatory that a student with known behavior problems be supported with this strategy (Jordan, 2006). When sho uld a teacher use Functional Behavior Analysis Often times Functional Behavior Analysis is implemented on students with severe cognitive or communication disabilities such as autism (McIntyre, 2001). Even though this is so, ff ever there is a time that teachers become concerned about particular student with a disability, it is required by law (IDEA) to implement the functional behavior assessment process so that they can determine why the child in question is acting in such a way.This strategy helps to identify why a particular behavior come onred, and in determining this, a teacher can then begin to create interventions that will help the student avert from that negative behavior and replace it with a good behavior. It is important that teachers intervene with positive behavioral actions before the problem behaviors occur if at all possible. What does a teacher need to do to implement Functional Behavior Analysis? IDEA does not ever specifically define how a functional behavior an alysis should be implemented, and often it depends on the needs of every specific child.There are, though, very specific steps that must occur in order for the strategy to work. First, a teacher must identify the behaviors that need to be changed, or at least the most serious of multiple strategies. In identifying the behaviors it is imperative to determine when and where they occur and when and where they do not. This will allow a teacher to try to determine the triggers for that specific student. After the behavior(s) are identified, a teacher must collect data on the specific childs performance in many different ways, and have as many sources possible.After all of this data is sedate and recorded a hypothesis needs to be developed as to what could be the cause of these specific behaviors based on the data collected. This helps predict where the teacher needs to target the change that will be made. Next, as with any other experiment, the hypothesis must be tested. Using positive interventions, the childs specific team makes changes as needed to there Individualized Education Plan or Behavior Intervention Plan. After all of this is done the interventions need to be evalua.