Problem 1: List at least 10 factors that negatively affect the education of youth in juvenile corrections facilities.
Problem 2: Ms. Sikes and her colleagues at the Maple Hill Juvenile Corrections Facility implemented the PBIS framework. With this in mind:
- Briefly describe the three tiers within the PBIS framework.
- List at least two positive behavioral outcomes, as published in research, associated with the implementation of PBIS in JC settings.
Problem 3: One of the teachers at the Maple Hill Juvenile Corrections Facility develops the following set of classroom rules. Read each rule and then:
- Determine whether it follows the guidelines for developing rules.
- Explain any rule that does not follow the guidelines.
Mr. Grillo's Classroom Rules
- Listen when others talk.
- No fighting or swearing.
- Work hard.
- Be positive.
- Follow directions.
Problem 4: Ms. Sikes wants to teach her students a new math skill, one that she also would like them to transfer to common situations in their everyday lives. Which evidence-based practice should she use: explicit instruction or ClassWide Peer Tutoring? Justify your answer and then describe the steps of this process.
Problem 5: Dylan, a 16-year-old student in a JC setting is working on high school credit recovery using a computer program. Dylan has a learning disability and reads at about a fourth-grade level, much lower than the readability of the computer program. His academic difficulties cause him to work at a much slower pace than his peers without disabilities. Dylan also has ADHD. As a result, he has difficulty focusing for more than 10-15 minutes at a time.
Problem 6: Briefly list and describe three accommodations that his teacher can implement to help Dylan complete his credit recovery program. Be sure to consider the various types of accommodations.