These videos are used to demonstrate effective practices and to show the difference between correct and incorrect use of strategies

CIBRS Videos: ABRI Management and Instructional Examples


Shot with real school students as actors, these videos are meant to show a range of examples for how to use some of the most basic and foundational practices associated with effective instruction and management. This array of video shows both younger and older students, those with and without disabilities, in group and individual settings, and with math, reading, and behavior contexts.

Behavior Transition

Setting up a transition with specific directions and pre-correction for a student with autism [Elementary/Group]
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Behavior Expectations

Providing clear expectation to a student with autism prior to routine [Secondary /Individual]
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Behavior Modeling

Modeling a basic behavioral expectation for an individual student [Elementary/Individual]
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Behavior Pre-Correction

Pre-correction leading into a lesson [Secondary /Group]
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Behavior Correction OTR

Providing correction to a group (including one student with autism) by using opportunities to respond [Elementary/Group]
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Behavior Relationships

Helping students to be more positive about lesson [Secondary /Group]
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Behavior Prompts

Prompting students and garnering attention moving into transition [Elementary/Group]
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Behavior Verbal Acknowledgement

Verbal acknowledgement for behavior [Elementary/Group and Individual]
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Behavior Correction Directions

Correction and prompting of an individual student with autism not following directions [Secondary /Individual]
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Behavior Call-Outs

Correction and acknowledgement with a student calling out in class [Elementary/Group and Individual]
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Math Consistency

Teacher provides consistency with routines for all including a student with autism [Secondary /Group and an Individual]
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Math Encouragement

Encouraging a student in reading [Elementary/Individual]
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Math Modeling

Modeling complex math problem with verbal explanations [Secondary /Group]
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Math Engagement

Modeling using colored cubes in math – engaging students [Elementary/Group]
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Math Differentiation

Engaging students using colored cubes in math – differentiation for deficit student [Elementary/Individual]
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Math Response Cards

Using response cards to engage students in math [Secondary/Group]
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Math Practice

Practice in math with an individual student with autism [Elementary/Individual)]
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Math OTR

Using opportunities to respond as engagement to model math [Secondary/Group]
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Math Group Differntiation

Differentiation in math – working with an individual as part of group instruction [Elementary/Individual]
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Math Assessment

Formative assessment and correction in math as part of lesson [Secondary/Group]
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Reading Organizer

Advanced organizer and engagement for reading lesson [Elementary/Group]
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Reading Explicit

Clear and explicit instructions for a student with autism in one-on-one setting [Secondary/Individual]
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Reading Practice

Facilitating practice during reading instruction with a student with severe disabilities [Secondary/Individual]
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Reading Differentiation Teach

Differentiation for deficit student in reading – adding on to base words [Elementary/Individual]
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Reading Pre-Teach

Pre-teach vocabulary in reading in a one-on-one setting [Secondary/Individual]
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Reading OTR

High engagement via opportunities to respond in full group reading instruction [Elementary/Group]
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Reading Differentiation Engagement

Differentiation – engaging an individual with reading deficits during group instruction [Elementary/Individual]
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Reading Engagement

Engagement in reading instruction via choral responding [Elementary/Group]
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Reading Correction

Correction during reading instruction with a student with severe disabilities [Secondary/Individual]
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Talking -- Poor Teacher Response

This is a video of students talking and a teacher handling it in a very poor manner. Show this video and ask people to consider how the teacher might have better approached this problem.
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Talking -- Teacher Re-Direction

This is a solution to the Talking 1 movie. Note that the teacher approaches with a question, provides explicit directions, remains in the area, prompts students, is subtle in separating them, and provides a positive comments in leaving each
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