Continue with the current goal

Oct 13, 2025 by recoveryshake.com 97 views

If You Were at a Problem-Solving Meeting and the Student Showed the Response Below to the Intervention Being Implemented, Which of the Following Actions Would NOT be Appropriate?

Understanding the Situation

In a problem-solving meeting, educators and support staff come together to discuss and address the challenges faced by students. The goal of these meetings is to identify the root cause of the issue, develop a plan to address it, and implement interventions to support the student's learning. However, sometimes the interventions implemented may not yield the desired results, and the student may not show the expected response. In such cases, it is essential to reassess the intervention and consider alternative approaches.

The Student's Response

Let's assume that a student is not showing the expected response to the intervention being implemented. The student's response may be:

"I don't understand the material."
"I'm not interested in the subject."
"I'm struggling with the homework."
"I'm feeling overwhelmed with the workload."

Appropriate Actions

In a problem-solving meeting, the following actions would be considered appropriate:

Continue with the current goal: If the student is not showing the expected response, it may be necessary to continue with the current goal and adjust the intervention accordingly. This could involve modifying the teaching approach, providing additional support, or offering extra practice opportunities.
Continue intervention with the goal: If the student is not showing the expected response, it may be necessary to continue the intervention with the goal of achieving the desired outcome. This could involve refining the intervention, providing additional resources, or offering feedback and encouragement.

Inappropriate Actions

However, the following actions would NOT be appropriate:

Changing the goal: If the student is not showing the expected response, it may be tempting to change the goal. However, this could undermine the student's motivation and create confusion. Instead, it is essential to continue with the current goal and adjust the intervention accordingly.
Discontinuing the intervention: If the student is not showing the expected response, it may be tempting to discontinue the intervention. However, this could leave the student without support and potentially exacerbate the issue. Instead, it is essential to continue the intervention with the goal of achieving the desired outcome.

Why Changing the Goal is Not Appropriate

Changing the goal may seem like a reasonable response to a student who is not showing the expected response. However, this approach can have unintended consequences. When the goal is changed, it can create confusion and undermine the student's motivation. Students may feel that they are being asked to do something different, and this can lead to frustration and disengagement.

Why Discontinuing the Intervention is Not Appropriate

Discontinuing the intervention may seem like a reasonable response to a student who is not showing the expected response. However, this approach can have unintended consequences. When the intervention is discontinued, it can leave the student without support and potentially exacerbate the issue. Students may feel that they are being abandoned, and this can lead to feelings of frustration and disengagement.

Best Practices for Problem-Solving Meetings

To ensure that problem-solving meetings are effective, it is essential to follow best practices. These include:

Clearly defining the goal: The goal of the intervention should be clearly defined and communicated to all stakeholders.
Developing a plan: A plan should be developed to address the challenge faced by the student.
Implementing the intervention: The intervention should be implemented as planned, and progress should be monitored regularly.
Reassessing the intervention: The intervention should be reassessed regularly to determine whether it is effective.
Making adjustments: Adjustments should be made to the intervention as needed to ensure that the student is receiving the support they need.

Conclusion

In a problem-solving meeting, it is essential to consider the student's response to the intervention being implemented. If the student is not showing the expected response, it may be necessary to continue with the current goal and adjust the intervention accordingly. Changing the goal or discontinuing the intervention are not appropriate actions, as they can create confusion and undermine the student's motivation. By following best practices and being flexible, educators and support staff can ensure that problem-solving meetings are effective and that students receive the support they need to succeed.

References

National Association of School Psychologists. (2020). Problem-Solving Model.
Council for Exceptional Children. (2019). Problem-Solving Model for Students with Disabilities.
American Educational Research Association. (2018). Problem-Solving Model for Educators.

Keywords

Problem-solving meeting
Student response
Intervention
Goal
Best practices
National Association of School Psychologists
Council for Exceptional Children
American Educational Research Association
Q&A: Problem-Solving Meetings for Students

Understanding the Importance of Problem-Solving Meetings

Problem-solving meetings are an essential part of supporting students who are struggling in school. These meetings bring together educators, support staff, and parents to discuss the challenges faced by the student and develop a plan to address them. In this article, we will answer some frequently asked questions about problem-solving meetings and provide guidance on how to make these meetings effective.

Q: What is the purpose of a problem-solving meeting?

A: The purpose of a problem-solving meeting is to identify the root cause of a student's challenge and develop a plan to address it. The goal is to provide the student with the support they need to succeed in school.

Q: Who should attend a problem-solving meeting?

A: A problem-solving meeting should include the student, their parents or guardians, teachers, and support staff. This team approach ensures that everyone is working together to support the student.

Q: What should be discussed during a problem-solving meeting?

A: During a problem-solving meeting, the team should discuss the student's strengths and challenges, the goals for the student, and the interventions that will be implemented to support the student. The team should also discuss how progress will be monitored and what adjustments will be made as needed.

Q: How often should problem-solving meetings be held?

A: Problem-solving meetings should be held regularly, ideally every 6-8 weeks, to monitor progress and make adjustments as needed.

Q: What are some common challenges that may be addressed during a problem-solving meeting?

A: Some common challenges that may be addressed during a problem-solving meeting include:

Academic difficulties, such as struggling with math or reading
Behavioral challenges, such as difficulty following rules or completing assignments
Social challenges, such as difficulty making friends or interacting with peers
Emotional challenges, such as anxiety or depression

Q: How can parents or guardians participate in a problem-solving meeting?

A: Parents or guardians can participate in a problem-solving meeting by sharing their observations and concerns about their child's behavior or academic performance. They can also ask questions and provide feedback on the interventions being implemented.

Q: What are some best practices for problem-solving meetings?

A: Some best practices for problem-solving meetings include:

Clearly defining the goal and objectives for the meeting
Encouraging open and honest communication among team members
Focusing on the student's strengths and abilities
Developing a plan that is tailored to the student's needs
Monitoring progress regularly and making adjustments as needed

Q: What are some common mistakes to avoid during a problem-solving meeting?

A: Some common mistakes to avoid during a problem-solving meeting include:

Focusing solely on the student's deficits rather than their strengths
Not involving the student in the decision-making process
Not monitoring progress regularly
Not making adjustments to the plan as needed

Q: How can problem-solving meetings be used to support students with disabilities?

A: Problem-solving meetings can be used to support students with disabilities by:

Developing a plan that is tailored to the student's individual needs
Providing additional support and accommodations as needed
Monitoring progress regularly and making adjustments as needed
Involving the student and their family in the decision-making process

Conclusion

Problem-solving meetings are an essential part of supporting students who are struggling in school. By following best practices and avoiding common mistakes, educators and support staff can ensure that these meetings are effective and that students receive the support they need to succeed. By answering these frequently asked questions, we hope to provide guidance and support for educators and families who are working to support students with challenges.

References

National Association of School Psychologists. (2020). Problem-Solving Model.
Council for Exceptional Children. (2019). Problem-Solving Model for Students with Disabilities.
American Educational Research Association. (2018). Problem-Solving Model for Educators.

Keywords

Problem-solving meeting
Student response
Intervention
Goal
Best practices
National Association of School Psychologists
Council for Exceptional Children
American Educational Research Association