Discuss why some students are not behaviorally or academically impacted by poverty, divorce, and/or a dysfunctional family when other students are significantly impacted by these factors. Knowing that poverty, divorce, and/or a dysfunctional family increase a student's potential for school difficulties, but they do not assure it, how would you change a teacher's belief that these home situations cause a student's school difficulties?
Why is it important to train all of the instructional, related service, and administrative staff in a school the same data-based, functional assessment/problem-solving process, and how should this training impact the delivery of early intervention services, the number of referrals to the school's multidisciplinary team, and/or the number of referrals for special education assessment and determination over time?