Peer Discussion Response
Respond to at least two of your colleagues’ posts (on different days). In each case, expand on your colleague’s posting by offering a new perspective or insight or offering additional (new) supporting information for consideration.
Note: Your responses to colleagues should be substantial (250 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA style. Your responses should enrich the initial post by supporting and/or adding a fresh viewpoint and be constructive, enhancing the learning experience for all students.
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Peer Discussion Response
Expanding on Colleague 1: RTI and Universal Screening
Your post on the importance of universal screening in RTI was insightful. I would like to build upon your discussion by emphasizing the significance of using culturally responsive screening tools. Research suggests that when universal screening tools are not culturally or linguistically aligned with the student population, the results may be misleading, contributing to over-identification or under-identification (Klingner & Edwards, 2006). Schools must select validated tools for their specific demographic and apply ongoing professional development for staff administering them. Additionally, screening must be followed by data-driven discussions that include not only academic performance but also social-emotional data. This holistic approach helps ensure equity and enhances early identification within Tier 1. When done effectively, universal screening supports proactive intervention, reducing the likelihood of referral bias and enabling timely supports.
Expanding on Colleague 2: Evidence-Based Behavior Interventions
Your focus on Check-In/Check-Out (CICO) as an evidence-based behavioral intervention in Tier 2 was well presented. To deepen the discussion, I’d like to highlight how combining CICO with Functional Behavior Assessments (FBA) strengthens outcomes. While CICO offers structure and daily adult interaction, FBAs help identify the underlying cause of behaviors, ensuring more individualized interventions (Gable et al., 2014). Moreover, positive behavior interventions should be regularly evaluated for fidelity and outcomes using progress monitoring tools. Integrating CICO within a schoolwide PBIS framework further increases consistency and effectiveness. Finally, engaging families in the CICO process helps reinforce positive behaviors at home, contributing to sustainable success across settings.
References:
Gable, R. A., Hendrickson, J. M., & Sasso, G. M. (2014). Behavioral interventions in schools: Evidence-based positive strategies. Pearson.
Klingner, J. K., & Edwards, P. A. (2006). Cultural considerations with response to intervention models. Reading Research Quarterly, 41(1), 108–117. https://doi.org/10.1598/RRQ.41.1.6
