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This technical assistance document was adapted from the PBIS technical Brief on classroom PBIS Strategies written by: Brandi Simonsen, Jennifer Freeman, Steve Goodman, Barbara Mitchell, Jessica Swain-Bradway, Brigid Flannery, George Sugai, Heather George, and Bob Putman, 2015. Additional assistance was provided to the Office of Special Education Programs by Brandi Simonsen and Jenifer Freeman. Special thanks to Allison Blakely, Ambra Green, and Jennifer Rink, OSEP interns who also contributed to the development of this document . 1 | P a g e Purpose and Description What is the purpose of this document ? The purpose of this document is to summarize evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers. These strategies should be used classroom -wide, intensified for support small-group instruction, or amplified further for individual students. These strategies can help teachers capitalize on instructional time and decrease disruptions, which is crucial as schools are held to greater academic and social accountability measures for all students.
1 | P a g e Purpose and Description What is the purpose of this document? The purpose of this document is to summarize evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for
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INCLUDING STUDENTS WITH SPECIAL NEEDS, Adaptations for Students, Components of Curriculum Implementation, Classroom, Effective, Differentiated Instruction in Elementary Social, Adaptations, Effective and Efficient Speech Language Pathology, Effective and Efficient Speech Language Pathology Services, General Principles of Assessment, English as a Second Language Curriculum