Table of Contents

Section 1: Similarities and Differences: Review of Behavior, Accommodation, and Mental Health Treatment Plans

1-1 IDEA Behavior Language
1-2 Three-Tiered Model of School-Wide Discipline Strategies
1-3 Addressing Behavior in Educational Settings in California
1-4 Behavior Plans in California Flow Charts - Emergency | Non-Emergency
1-6 Coordination of Plans: Behavior Support Accommodation and Mental Health Treatment
1-12 Summary of Behavioral Terms and Correlations in Federal and State Law
1-13 Checklist of Components for FAA and Subsequent PBIP Report Development of a Positive Behavior Intervention Plan
1-15 County Mental Health/LEA Dispute About Eligibility and Needs
1-16 County Mental Health and Local Education Agency Dispute Over Provision of Services
1-17 ODD/CD: Essential Features | Implications | Multimodal Treatment Study of ADHD
1-21 Noncompliant Behavior Roots
1-22 Addressing Noncompliant Behavior Activity

Section 2: Accommodations/Modifications

2-1 Adaptations Flow Chart
2-2 What is Accommodated? What is Modified?
2-3 Common Definitions: Adaptations, Accommodation, Modifications
2-5 Nine Types of Curriculum Adaptations
2-6 Hierarchical Differentiated Supports/Accommodations/Modifications
2-10 Hierarchy of Access (Modification Questions)
2-11 Activity: Michelle's Accommodation History
2-13 Possible Objections to Accommodation Bypass Strategies
2-14 Notification of Teacher Responsibility for Accommodations or Modifications
2-16 Accommodation Plan
2-19 CAHSEE Considerations
2-20 Testing Accommodations/Modifications
2-21 Accommodations and Modifications for the CAHSEE

Section 3: Input/Output Adaptations and Differentiated Instruction

3-1 Introductory Overheads
3-6 Impulsive Children
3-7 Luria's Developmental Model of Self-regulation/Self-Control
3-8 Differentiating Instruction/Accommodating Diverse Learners
3-9 Cognitive/Academic and Behavioral/Social Phenomena
3-10 Strengthening Attending/Learning Skills Across Tasks
3-11 Sample Graphic Organizer Patterns
3-12 Paragraph Pre-Writing Strategies
3-13 Paragraph Writing Strategies
3-14 Spelling Strategies
3-15 SQ3R Method of Study
3-17 Group Story Mapping
3-18 Strategy for Improving Reading Comprehension
3-19 Sequential Clustering
3-20 Procedural Map for Stories
3-21 Word Clues To Help With Math Problems
3-22 More Strategies for Word Problems

Section 4: The Learning Strengths Project

4-1 Learning Strengths Project Overheads
4-3 Component Three: The Learning Strengths Conference
4-4 The Learning Strengths Project

I. Nuts and Bolts on Instituting Learning Strengths Seminars & Classroom Follow-up at Middle School/High School
II. Learning Strengths Seminar: Portfolios Component
III. The Learning Strengths Conferences: A One to One Demystification Process
IV. Ownership Demonstration: Asking For and Analyzing My Accommodations/Modifications

4-9 Excerpts from the Anser System
4-11 The Mathematics Interview
4-14 The Writing Interview
4-16 Attention Control Systems (The Concentration Cockpit)
4-17 Problems Students Have In Test-Taking
4-18 The Learning Strengths Project References

Section 5: Case Studies In Accommodation and Mental Health Treatment Planning

5-1 Rashid
5-3 Details of the Four-Step Procedure
5-4 Andre
5-5 Who is Emotionally Disturbed?
5-7 Miguel
5-8 Coordination and Monitoring of Interventions Blank Form
5-10 Stuart
5-12 Joseph
5-14 John

Section 6: Handle With Care: Providing Post-Threat Behavior Support

6-1 Introductory Overheads
6-3 Assess for Intensity & Diversity of Service Needs
6-4 Can't Immediately Tell? Dig! Investigate!
6-6 Analysis of Assessment Results
6-7 Surgeon Generals Report on Youth Violence: Programs That Work
6-10 Assess, Refer, Monitor, Support Post-Verbal Threat-Behavior Support for 3 Cases
6-12 Mike
6-13 Ralph
6-14 Cali
6-16 Additional Instructions for Threat to Self/Others
6-17 Behavior Support Plan Blank Form
6-18 Coordination & Monitoring of Interventions Blank Form
6-19 Summary Overheads
6-20 Threat Prevention and Intervention Strategies Linked to 3-Tiered Model
6-21 What Can We Think of To Help Us Solve Our Problem?
6-22 Five Human Needs Fostered Through School Based Support
6-23 Handle With Care References

Section 7: Suicide Interviewing

7-1 Suicide Screening and Intervention Form (SSAIF) Protocol
7-9 How to Develop and Use an "I Promise Not to Hurt Myself" Signed Student Statement
7-10 Suicide Screening and Intervention Form (SSAIF) Manual

Section 8: Blank Forms and References

8-1 Hand in Hand References
8-6 Coordination & Monitoring of Interventions Blank Form
8-7 Mental Health Treatment Plan Forms 1 | 2
8-9 Behavior Support Plan Blank Form
8-10 Behavior Support Plan Instruction Form
8-11 Additional Instructions for Threat to Self/Others

Section 9: Counseling Information Packet For Families