Theoretical Program Compoenents

 

              Project TIES incorporates a number of theoretical and applied components. Theoretical components include the following:

•Positive behavioral support for individuals with challenging behavior.

In designing interventions for students with challenging behaviors, this program promotes the use of functional assessment and the development of positive behavioral support plans that reflect the respect and dignity that should be accorded all students. This approach calls for use of strategies that are educative in nature and that serve to enhance quality of life by increasing the opportunities and choices available to persons with challenging behavior.

•Inclusion in Educational, Community, Employment, and Residential Settings.

Teachers of students with EBD must believe, advocate, and facilitate inclusion into educational, community, residential, and employment settings. This program incorporates a commitment to inclusion through the selection of practicum sites, the implementation of program activities, the design of teacher candidate course and practicum assignments, and the development of teacher candidate standards that reflect opportunities for positive interactions between children and youth who have EBD and their typical peers.

•Behavioral focus.

Behavioral principles describe the relationship between behavior and environmental events that influence behavior. This program embraces the belief that all students can learn and that behavioral learning principles provide educators with strategies that facilitate productive outcomes for all students.

•Individualized curricula promoting high expectations.

Given cultural and geographic differences from one family and setting to another, all skills found to be relevant for one student cannot be assumed relevant for another. Therefore, this program will promote the development of culturally sensitive, individualized curricula that can be implemented in general education settings. High expectations will be promoted for all students with challenging behaviors and access to the general education curriculum will be emphasized.

•Continuous interactions with families.

Whether a student is at the beginning or end of his public school education, or is involved in post-school programs, parents or guardians are more constant factors in the student’s life than are teachers. Therefore, this program will emphasize the need for close partnerships between parents and professionals.

•Cultural Diversity.

Teachers of students with challenging behaviors must be prepared for the demands of a diverse society by creating environments that are culturally supportive and appropriate for all children. This program will embed and strand information and experiences that focus on areas identified in the literature related to diverse populations: (a) language and communication styles, (b) values and cognitive orientations, (c) social norms and rules, (d) childrearing practices, (e) historical experiences, and (f) contributions of group members in various fields (e.g., Banks, 1994; Voltz, Dooley, & Jefferies, 1999). Program participants will have opportunities to work in settings with students from culturally diverse backgrounds.

•Collaboration and teaming.

With the move to inclusive education, special educators must be able to work collaboratively with general educators, therapists, administrators and other service providers. This program embraces the belief that professionals must work together to share expertise in designing and implementing cohesive student programs.

•High reliance on performance-based and authentic assessment.

Rather than utilizing only norm-referenced assessments to determine what and where to begin teaching, this program will emphasize the use of performance-based and authentic assessment of a person’s ability to perform those skills identified as critical to achieving productive outcomes for students with challenging behaviors.