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Identifying disabilities are often difficult. Often times when children are identified at a young age are able to get services under the Individuals with Disability Education Act (IDEA). In some cases, the child is not diagnosed early and they are placed in the pre-referral process. Schools have implemented the pre-referral process, under the revision of Individuals with Disability Education Act (IDEA). The pre-referral process is recognizing, developing, and applying different teaching tactics for children with documented problems in the classroom before the child is referred to special education. Through the pre-referral process students are now receiving the interventions they need, since the revision and implementation of IDEA. When a problem is noticed, the teacher should review any information that will help understand any issues the student is having. In the case, in which the teacher cannot find information, the teacher can gather information by charting and observing the students behavior in the classroom and other settings. The teacher can try interventions to help minimize the issue. Positive Behavioral Interventions and Support (PBIS) and Response to Intervention (RTI) are two similar programs used to recognize each student with learning and behavioral infirmities. The main purpose to PBIS and RTI is to offer children early intervention to decrease the delay in recognizing students with disabilities. These programs are both broken down into important factors that are categorized into three tiers. PBIS and RTI describe the essential elements to be placed in Tier 1, universal group, Tier 2, small group, and Tier 3, individual group. Both tier systems objective is to define the individualities of these methods and observe the student’s growth, by gathering data, to meet the need of the children exhibiting educational and conduct difficulties in school. When students are struggling academically and behaviorally schools use RTI as the intervention. RTI uses research-based interventions for students who struggle with grade-level curriculum (SPE 529N Lecture 4). This program is a three-tiered structure that offers for progressively thorough involvements as children move up the tiers. All students are involved on the first tier. Students receive effective teaching and learning strategies provided by the general education teacher in this tier. These students are benchmarked three times each year, at the beginning, middle, and end. In Tier 2, the students receive help in small group along with the instruction already given in Tier 1. In this tier, the student’s weak areas are targeted and the regular education teacher or other trained staff may be responsible for instruction. Progress monitoring on the student is done twice a month. Tier 3 is more intense of the other two tiers and may be done in groups of one to three students. Children, in Tier 3 have been unresponsive in Tier 1 and 2. These students growth is observed at a minimum of twice a month to see if research is effective. Response to Intervention (RTI) is a new progress in education and the research is not definite about its success. But, the program enables students to benefit from interventions before traditional models would allow and increased the chance for schools achievement while decreasing the need for special education services. PBIS central emphasis on intervention is behavior. In this intervention, a set of expectations are consistently enforced school-wide by all staff. This is the first tier of intervention in PBIS. Students are taught the expectations and have to live up to the expectation. Students know what behaviors are appropriate and know what rewards to expect for good behavior. They also know what to expect for inappropriate behavior, even though punishment is not encouraged. These are known as universal interventions. Students in Tier 1 process of PBIS usually do not have severe behavior problems. Student who are at risk for having behavioral problems are in Tier 2. In this tier, students deal with life circumstances and benefit from social skill instruction. Tier 3 is very intense. It benefits the student who deals with chronic behavioral problems. These students may use self-monitoring and individual counseling as interventions. Positive Behavioral Intervention and Support (PBIS) enables schools the possibility to lessen intense conduct problems in many children. The first and most imperative step to the pre-referral process is being certain that a child has an educational or conduct problem that is interfering with their school success. Although there may be a problem this does not initially lead to a referral to special education. Both PBIS and RTI allow the possibility for early intervention to take place to decrease learning and behavioral problems in most students. Once all of the tasks have been completed in the pre-referral process and if they are not successful, then other actions can be taken.

Identifying disabilities are often difficult. Often times when children are identified at a young age are able to get services under the Individuals with Disability Education Act (IDEA). In some cases, the child is not diagnosed early and they are placed in the pre-referral process. Schools have implemented the pre-referral process, under the revision of Individuals with Disability Education Act (IDEA). The pre-referral process is recognizing, developing, and applying different teaching tactics for children with documented problems in the classroom before the child is referred to special education. Through the pre-referral process students are now receiving the interventions they need, since the revision and implementation of IDEA. When a problem is noticed, the teacher should review any information that will help understand any issues the student is having. In the case, in which the teacher cannot find information, the teacher can gather information by charting and observing the students behavior in the classroom and other settings. The teacher can try interventions to help minimize the issue. Positive Behavioral Interventions and Support (PBIS) and Response to Intervention (RTI) are two similar programs used to recognize each student with learning and behavioral infirmities. The main purpose to PBIS and RTI is to offer children early intervention to decrease the delay in recognizing students with disabilities. These programs are both broken down into important factors that are categorized into three tiers. PBIS and RTI describe the essential elements to be placed in Tier 1, universal group, Tier 2, small group, and Tier 3, individual group. Both tier systems objective is to define the individualities of these methods and observe the student’s growth, by gathering data, to meet the need of the children exhibiting educational and conduct difficulties in school. When students are struggling academically and behaviorally schools use RTI as the intervention. RTI uses research-based interventions for students who struggle with grade-level curriculum (SPE 529N Lecture 4). This program is a three-tiered structure that offers for progressively thorough involvements as children move up the tiers. All students are involved on the first tier. Students receive effective teaching and learning strategies provided by the general education teacher in this tier. These students are benchmarked three times each year, at the beginning, middle, and end. In Tier 2, the students receive help in small group along with the instruction already given in Tier 1. In this tier, the student’s weak areas are targeted and the regular education teacher or other trained staff may be responsible for instruction. Progress monitoring on the student is done twice a month. Tier 3 is more intense of the other two tiers and may be done in groups of one to three students. Children, in Tier 3 have been unresponsive in Tier 1 and 2. These students growth is observed at a minimum of twice a month to see if research is effective. Response to Intervention (RTI) is a new progress in education and the research is not definite about its success. But, the program enables students to benefit from interventions before traditional models would allow and increased the chance for schools achievement while decreasing the need for special education services. PBIS central emphasis on intervention is behavior. In this intervention, a set of expectations are consistently enforced school-wide by all staff. This is the first tier of intervention in PBIS. Students are taught the expectations and have to live up to the expectation. Students know what behaviors are appropriate and know what rewards to expect for good behavior. They also know what to expect for inappropriate behavior, even though punishment is not encouraged. These are known as universal interventions. Students in Tier 1 process of PBIS usually do not have severe behavior problems. Student who are at risk for having behavioral problems are in Tier 2. In this tier, students deal with life circumstances and benefit from social skill instruction. Tier 3 is very intense. It benefits the student who deals with chronic behavioral problems. These students may use self-monitoring and individual counseling as interventions. Positive Behavioral Intervention and Support (PBIS) enables schools the possibility to lessen intense conduct problems in many children. The first and most imperative step to the pre-referral process is being certain that a child has an educational or conduct problem that is interfering with their school success. Although there may be a problem this does not initially lead to a referral to special education. Both PBIS and RTI allow the possibility for early intervention to take place to decrease learning and behavioral problems in most students. Once all of the tasks have been completed in the pre-referral process and if they are not successful, then other actions can be taken.