Youth with Disabilities in Juvenile Corrections (Part 1): Improving Instruction

Assessment

Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method she or he requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.

1. List at least 10 factors that negatively affect the education of youth in juvenile corrections facilities.
2. Ms. Sikes and her colleagues at the Maple Hill Juvenile Corrections Facility implemented the PBIS framework. With this in mind:
   1. Briefly describe the three tiers within the PBIS framework.
   2. List at least two positive behavioral outcomes, as published in research, associated with the implementation of PBIS in JC settings.
3. One of the teachers at the Maple Hill Juvenile Corrections Facility develops the following set of classroom rules. Read each rule and then:
   1. Determine whether it follows the guidelines for developing rules.
   2. Rewrite any rule that does not follow the guidelines.

      Mr. Grillo’s Classroom Rules

      1. Listen when others talk.
      2. No fighting or swearing.
      3. Work hard.
      4. Be positive.
      5. Follow directions.
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.
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.

   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.