behaviour management plan department of education

School operations

Behaviour – Students

• 1. How to increase appropriate behaviour
• 2. How to decrease inappropriate behaviour
• 3. Challenging behaviour influences and triggers
• 4. Respond to challenging behaviour
• 5. School-wide positive behaviour support framework
• 6. Behaviour support plans
• 7. Functional behaviour assessment
• 8. Behaviour incidents and emergencies
• 9. Work with families on student behaviour
• 10. Managing and responding to behaviour – consequences for students
• 11. Definitions

On this page:

A behaviour support plan (BSP) is a document that addresses inappropriate behaviour of a student, and outlines strategies to improve their behaviour.

Who they're for

Targeted plans can be developed for students who:

• have been diagnosed with severe behaviour disorders
• have bullied others
• have been bullied
• require additional assistance because they display difficult, challenging or disruptive behaviours
• can benefit from additional wellbeing support

What to include

BSPs may include:

• known triggers of the behaviour (noise, touch, language used)
• situations that make the behaviour more likely or cause the behaviour to occur (hunger, tiredness, pain)
• strategies to reduce or remove triggers
• strategies to address situations that may trigger the behaviour
• strategies to teach the young person how to meet their needs without using the behaviour of concern
• how the behaviour is reinforced
• if the behaviour, or warning signs to the behaviour, occurs how people should respond without reinforcing the behaviour
• when the plan will be reviewed
• how the plan will be evaluated

If the student has particularly challenging behaviour, it may be useful to conduct a functional behavioural assessment first.

Responsibility for BSPs

One person at the school should be responsible for making, monitoring and reviewing all BSPs. For example, in:

• primary schools and special schools it may be the assistant principal
• secondary schools it may be the student welfare coordinator, year level co-coordinator or assistant principal

This BSP coordinator initiates and coordinates the steps below. They will also typically lead any student support group meetings held under the BSP.

Write an effective plan

The most effective BSPs are developed when these eight steps are followed:

• Gather relevant information about the student
• Convene a meeting of relevant school staff and the student's parents
• Convene a meeting of relevant school staff to draft the BSP
• Refine the BSP
• Sign the BSP
• Provide a copy to staff
• Review the BSP
• Conclude the BSP

Templates, guidelines, a student questionnaire and support plan can be found in Resources tab.

Work with other professionals

The effectiveness of a BSP relies on identifying the underlying causes of the student's problem behaviours.

You should consult student support services, the student's parents or guardians, psychologist or other appropriate professional involved with the student.

If you don't identify the underlying issue it can lead to problem behaviours continuing, escalating or being replaced by other problem behaviours.

Use a functional behavioural assessment to find the underlying issues.

A student's behaviour will often deteriorate before it improves when a BSP is introduced.

Rewards and reinforcements used to promote pro social behaviour must be immediate and at a high frequency in the early stages of a BSP for maximum success, especially with younger students.

Benefits of BSPs

Students and schools can benefit from an effective BSP in these ways:

• Clearly stating expectations and planned support for a student in writing, demonstrates the commitment of the school to the student's wellbeing needs.
• Behaviour change in the student occurs more readily when the focus is on support, building the skills needed for pro social behaviour and increasing the student's wellbeing.
• Problem behaviours are gradually reduced as triggers and cues preceding the unwanted behaviours are identified and addressed.
• Previously unknown causes or triggers of problem behaviour may be identified while gathering information and writing the plan, issues can then be effectively addressed.
• Specialised guidance indicating how to respond to a student's challenging behaviour, helps to provide boundaries, consistency and consequences for the student, reducing the need for punishment and in turn reducing stress for teachers.
• A sense of harmony and safety to a classroom and school may be restored.

Reviewed 22 September 2023

• Print whole topic

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

In an international classroom, there are usually between 15 and 20 students. 15 to 20 children with their own individual experiences, strengths, and weaknesses. Therefore, it is very common that there will be at least one student with behavioural issues. So, the question rises: how can you manage and help this student, so that everybody has the best opportunity to learn?

The most common strategy is to write an individual behaviour management plan, or also called a behaviour intervention plan (BIP), for the student or a class. A behaviour management plan identifies the behaviour of concern and the desired behaviour. It includes action taking, intervention, rewards, and consequences. (McDonald, 2020) To write a behaviour management plan it is crucial that the teacher knows the student or the class well.

According to French, Henderson, & Lavay (2007), there are four simple steps to create an individualized behaviour management plan:

• Identify Behaviour
• Observing and Analysing behaviour
• Developing and implementing the intervention to change the behaviour
• Evaluating and monitoring the plan
• Additional steps could include establishing a planning team and doing additional assessments. (Planning for Individual behaviour, n. d.).

Step 1: Identify Behaviour

To start a behaviour management plan, the teacher needs to identify the problematic behaviour and the desired behaviour. Identifying the problematic and desired behaviour can be done by asking ourselves:

• What behaviour do I want from this student or the class?
• What is appropriate and what is inappropriate?
• Which behaviour will lead to success and a good classroom environment?

According to French, Henderson, & Lavay (2007), “the behaviour must be measurable and defined in objective terms, with a clear beginning and end” and they should be understandable. If there is more than one issue, they should be ranged by which one is the severest and needs to be addressed first. (Planning for Individual Behaviour, n. d.)

To identify the behaviour, it is also important to look at internalizing and externalizing behaviour. Internalizing behaviour affects the child inwards and mentally, leading to anxiety or depression. Externalizing behaviour affects the physical environment and is directed outwards, leading to aggression or hyperactivity. (Chen, Lewis & Liu, 2011)

Ms. Swan is the teacher of Grade 1. She is concerned about her student Camille. Camille is a 7-year-old girl, who disrupts the classroom frequently. During recess, she shows aggressive behaviour towards her peers by hitting, pulling hair, or pushing. After talking with Camille’s parents and the headmaster, it is decided that they will write and implement a behaviour management plan for Camille. Ms. Swan starts to identify the problematic externalizing behaviour and ranks them in their importance:

• Physically harming others during recess (hitting, pulling hair, pushing).
• Interrupting the class by teasing others, talking, walking around the classroom, playing with pencils.

After identifying the problematic behaviour, Ms. Swan writes down the desired behaviour:

• Instead of physical harm, students will use verbal language to communicate during a conflict.
• Students will learn to be empathetic and kind towards others.
• Students will interrupt the class less.

Step 2: Observing behaviour

After identifying the behaviour of the students or a class, the teacher should observe and analyse the student to find out more information. This includes looking at the child’s background, finding out when the problematic behaviour started and any other existing information. (French, Henderson, & Lavay, 2007) It is also important to talk to the student itself, the family, and other faculty members to learn more about the child. It should be analysed how frequently the problems occur and if there are trigger points (e.g. working with other peers, specific subjects). By observing and analysing it should also be noted that the focus should not only be on the negative behaviour, but also the positive behaviour to identify when specific behaviour occurs or not. The collected data is also known as baseline data. (Planning for Individual Behaviour, n. d.)

Ms. Swan decided to learn some more about Camille and talks with her parents. She learns that Camille’s parents split up a few weeks ago and that she lives with her mother now, while her older brother lives with her dad. Both parents speak English and work full-time. When Camille’s mom is working, a nanny picks her up and takes her home.

There was no problematic behaviour in Kindergarten. By talking with her colleagues, Ms. Swan finds out that Camille’s aggressive behaviour started about 6 weeks ago.

Furthermore, she decided that she will focus first on Camille’s aggressive behaviour during recess and observe Camille closer for the next two weeks to identify what triggers her behaviour and how frequently it occurs. She learns that Camille uses aggressive behaviour during recess to show her disagreement with others. She plays a lot with the other girls’ horses and stables. When one of Camille’s friends does something Camille does not want, she wants them to stop and do what she says, which her friends then ignore, which leads to a conflict. The first grade has recess two times a day for 20 minutes, and during the two-week observation she sees Camille’s behaviour 12 times out of 20. Ms. Swan also notices that Camille shows no aggressive behaviour when she plays other games with peers which do not include role-play.

Step 3: Developing and implementing the intervention to change the behaviour

In this step the actual behaviour management plan will be written. The plan should include the goals which the students should achieve and the different behaviour strategies and routines which are going to be implemented. Those goals are best written as SMART goals. (Planning for Individual Behavior, n. d.)

In the best case, the plan should be developed with the student together, so the student can be responsible to change his/her own behaviour. Furthermore, there should also be positive reinforcements (e.g. praise, token system) and consequences for inappropriate behaviour (e.g. time-out, no play time) implemented in the plan. (French, Henderson, & Lavay, 2007) It is important for the educator to understand that it will take time till change occurs and the plan needs to be implemented consistently. 

After the two-week observation, Ms. Swan has collected a lot of data on Camille and her behaviour. Camille’s behaviour management plan will focus on her aggressive behaviour during recess. Ms. Swan and Camille sit together to write SMART goals for Camille:

• In about 4 weeks, Camille will try to use language to communicate her dislike by learning different sentence starters.
• In about 4 weeks, Camille will try to be kinder and nicer to her peers by communicating with them and being open to their play ideas.
• In about 4 weeks, Camille will try to notice when she gets mad by learning to recognize her feelings and how to deal with them.

Ms Swan will implement these strategies:

• Teaching Camille sentence starters to communicate her dislike of something or other ideas.
• Providing different equipment during recess with other students, e.g. balls, jump ropes, chalk.
• Learning about feelings, and how we can express them.
• Strategies to handle emotions, e.g. quiet time, reading, drawing.

Ms. Swan will also implement these positive reinforcements and consequences:

Positive reinforcement:

• Recognizing good behaviour: “You play very nicely” “Good job!” “That was very nice of you”.
• Using different equipment at recess.

Consequences for inappropriate behaviour:

• No play time, I need to stay with the teacher during recess.
• No equipment.
• Reminder of appropriate behaviour.

Step 4: Evaluating and monitoring the plan

The last step is to monitor the plan and evaluate. The teacher should continue to watch the student or the class to evaluate if the strategies are effective and if there are any changes. Additionally, this will help to see if the goals are achieved or if there needs to be a change in the plan. (Planning for Individual Behaviour, n. d.)

Ms. Swan introduces the plan to her colleagues and asks them to implement it as well. Camille and Ms. Swan agreed to test it for 4 weeks and then meet again, to talk about her process and to discuss if new strategies need to be implemented or if they continue as before.

Final Thoughts

A behaviour management plan can be an easy and accessible tool for the teacher to solve behaviour issues in the classroom. However, it is important to note that a behaviour management plan might not work with every student, since every student is individual and unique. For some students, a behaviour management plan can work, while others may need a different approach.

For a behaviour management plan, it is also important that everyone is on the same page. The student, the parents and the other teachers of the class need to agree and to read the plan to successfully implement it. Then only if the plan with the strategies, the consequences and the positive reinforcements is used consistently change can happen.

A behaviour management plan should also be as detailed as possible and easy to understand, since other teachers, the parents, and the student should be able to read it too. If the plan is detailed, it will be easier to implement it as there are no gaps where you have to guess.

On condition that the teacher pays attention to small things, a successful behaviour management plan can be written and implemented in the classroom, to approve the classroom environment and social emotional well-being.

Inclusive Perspectives in Primary Education Copyright © 2021 by room305 and Inclusive Education Class 2020-2021 is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

Share This Book

You are using an outdated browser. Please upgrade your browser to improve your experience.

Warning: It seems JavaScript is either disabled or not supported by your browser. Please enable JavaScript to improve your experience.

Behaviour Management Plan

In order to get a comprehensive understanding of the problem behaviour and the environment that maintains it, several different assessment tools and sources of information should be accessed. There is no one prescription for the types of information that are to be collected. The tools used must logically suit the context of the presenting problem behaviors. A variety of informal/formal assessment tools may be utilized to provide a picture of the child’s intellectual functioning, adaptive behaviour and/or academic functioning.

Adobe® Acrobat® Reader software can be used for viewing PDF documents. Download Acrobat® Reader for free .

Initial Thoughts

Perspectives & resources, as a new teacher, what do you need to know about managing student behavior.

• Page 1: Creating a Classroom Behavior Management Plan
• Page 2: Cultural Considerations and Behavior

How do you develop an effective behavior management plan?

Page 3: statement of purpose.

• Page 4: Rules
• Page 5: Procedures
• Page 6: Positive Consequences
• Page 7: Negative Consequences
• Page 8: Crisis Plan
• Page 9: Action Plan
• Page 10: References & Additional Resources
• Page 11: Credits

Andrew Kwok discusses how a teacher can create a statement of purpose that is culturally respectful and responsive. Next, KaMalcris Cottrell describes her classroom’s statement of purpose.

Andrew Kwok, PhD Assistant Professor, Department of Teaching, Learning, and Culture Texas A&M University

(time: 0:50)

View Transcript

KaMalcris Cottrell School Behavior Support

(time: 1:16)

/wp-content/uploads/module_media/beh2_elem_media/audio/beh2_p03_cottrell.mp3

Transcript: Andrew Kwok, PhD

In terms of a statement of purpose, all teachers should think about what they want to accomplish in the classroom, but they also need to consider what the students and the parents and others, the actual constituents of the classroom, want to accomplish as well. And there should just be a merging of those goals and objectives, as opposed to having the teacher create something and assuming that one box fits all students. Being able to allow space for it to incorporate the individuals that it’s working with will allow it to be more respectful and responsive, as opposed to creating a definitive statement that does not allow for the flexibility of those who it is currently teaching.

Transcript: KaMalcris Cottrell

My classroom statement of purpose aligns with our school-wide statement of purpose. It gives us our expectations for the day from the student side and from the teacher side. And this mission statement covers our four Be’s: respectful, responsible, ready, and safe. There are the things that we’re saying we’re going to be every single day. And with this in place, I also incorporate myself into this. I tell the students, I will be respectful, I will be safe, I will be responsible, and I’ll be ready. So when you come to my group, I’m going to be ready for you, and we’re going to be responsible, and we’re going to work on the skills that we need to work on. And I think this is important because this is throughout our entire school. So even when we come together as an entire school body, everyone knows what the four Be’s are. So if we say, “I will be ready,” students start to check themselves. Oh, am I ready? Am I sitting safely? Is my voice off? Am I paying attention? Are my eyes on the speaker? So just the four cue words. But I think it also covers individual work in the classroom. It covers group work in the classroom. It also covers outside of the classroom.

Checking in with Ms. Amry

Our classroom is a safe, positive place where everyone works together, is creative, and is respectful. All students will participate in learning and do their very best.

Click here for feedback

Research Shows

A statement of purpose (or mission statement) is an important tool for shaping practice and communicating core school or classroom values. When stated in a clear, succinct, and positive way, this statement serves as a foundation for developing a classroom behavior management plan and cohesively ties the components of the plan together. (Algozzine, Audette, Marr, & Algozzine, 2005; Stemler, Bebell, & Sonnabend, 2011)

Click here to develop your own statement of purpose .

Note: If your school has a school-wide statement of purpose or mission statement, be sure your classroom statement aligns with it.

Cookies on GOV.UK

We use some essential cookies to make this website work.

We’d like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services.

We also use cookies set by other sites to help us deliver content from their services.

You have accepted additional cookies. You can change your cookie settings at any time.

You have rejected additional cookies. You can change your cookie settings at any time.

• Education, training and skills
• Pupil wellbeing, behaviour and attendance
• School behaviour and exclusions

Behaviour in schools

How school staff can develop a behaviour policy.

Applies to England

Behaviour in schools: advice for headteachers and school staff.

PDF , 439 KB , 34 pages

Further guidance and resources for supporting behaviour in schools

This guidance is for:

• multi-academy trusts
• trust boards and proprietors
• governing bodies
• school leaders and staff
• local authorities

It applies to all:

• maintained schools
• free schools
• non-maintained special schools
• independent schools

You should use this document, and the further guidance and resources provided, to promote good behaviour in school.

Read it alongside:

• school suspensions and permanent exclusion
• searching, screening and confiscation at school
• mobile phones in schools

Updated the section on mobile phones in ‘Behaviour in schools: advice for headteachers and school staff’.

Updated the ‘Details’ section of the page to make it clear that the guidance also applies to independent schools. There are no changes to the guidance.

Updated paragraph 58 in the section about responding to the behaviour of pupils with SEND in the guidance for use from 1 September 2022. Removed the guidance that was for use until 31 August 2022.

Updated with 'Behaviour in schools: advice for headteachers and school staff 2022'.

First published.

Related content

Is this page useful.

• Yes this page is useful
• No this page is not useful

Help us improve GOV.UK

Don’t include personal or financial information like your National Insurance number or credit card details.

To help us improve GOV.UK, we’d like to know more about your visit today. We’ll send you a link to a feedback form. It will take only 2 minutes to fill in. Don’t worry we won’t send you spam or share your email address with anyone.

• Skip to content
• Skip to search
• Staff portal (Inside the department)
• Student portal
• Key links for students

Other users

• Forgot password

Notifications

{{item.title}}, my essentials, ask for help, contact edconnect, directory a to z, how to guides, behaviour and engagement, information and policies, 2024 roadmap.

• Student Behaviour Policy and Procedures School readiness roadmap 2024 (staff only)
• Student Behaviour Policy familiarisation session resources (staff only)

The department's endorsed approaches to behaviour

Student Behaviour policy resources

• Behaviour Code for Students
• Detention and Time-out procedures
• Suspension and Expulsion procedures
• School Behaviour Support and Management Plan (SBSMP), including optional template , SBSMP guided expanded with steps and visual . Schools must have their SBSMP ready for implementation by Term 1 2025.
• Easy read versions of the Behaviour Code for Students, Student Behaviour policy and Suspension and Expulsion procedures are being developed. These will include visuals. Easy read is a way to present information for people who are not familiar with English, or who have low literacy or learning disability. The easy read versions will be available for schools to use by the end of Term 1 2024.
• Suspension and expulsion checklists (filter by 'checklist')
• Care continuum guide (filter by 'guides')
• Care continuum webinars (filter by 'professional learning')
• Resolving a suspension guide (filter by 'guides')
• Parent/carer letter templates (filter by 'letters')
• DEL / ED appeal resource (filter by 'DEL/ED resources')
• SBSMP resources, including examples (filter by 'guides')
• SBSMP webinars (filter by 'professional learning')
• Translated parent/carer letters to accompany the English letters are available in 35 languages, on the Translated documents webpage (search by 'suspension and expulsion'). Please contact the Telephone Interpreting Service on 131 450 if you need more support with translation. You can access more information on the Interpreting and translations page.
• Formal caution to suspend factsheet
• Suspension factsheet
• Expulsion factsheet
• Appealing a suspension or expulsion
• Supporting your child's wellbeing
• Parent/carer appeal form - suspension and expulsion
• Wellbeing tip sheet
• Behaviour support toolkit
• Behaviour professional learning
• Anti-bullying resources

More information

2023 del/ed appeals information.

For DELs/EDs managing any suspension or expulsion appeals related to the 2023 Student Behaviour Policy, please access these historical resources (Sharepoint for staff only).

These resources are not for appeals lodged on incidents during 2024. Please refer to current resources in section above.

Bullying of Students - Prevention and Response policy

• Information and resources for educators, parents/carers and students are available on the Anti-bullying page .
• Schools can continue to use their existing school anti-bullying plan until they develop their School Behaviour Support and Management Plan (SBSMP) which will replace it by Term 1 2025.
• The Bullying of Students - Prevention and Response policy has been removed as preventing and responding to student bullying behaviour is now included in the Student Behaviour policy.

Risk assessment and management planning

Most student behaviour that requires intervention is managed using school policies and processes. If the behaviour presents a potential risk to the safety of students, staff, visitors or school property, further assessment and management may be required.

The Department's Health, Safety and Staff Wellbeing Directorate Risk management page (internal staff only) houses risk management resources and tools. Specific resources to assist with the management of students with challenging behaviours are available on their Student behaviour page (internal staff only).

Education support

Beyond school-based staff and support, schools can draw on the expertise of their local Team Around a School , who facilitate access to specialist staff and specialist behaviour settings across NSW. School leaders and staff can locate their local contacts through the School supports contact page (staff only).

Specialist behaviour settings

Specialist settings provide additional support for students with severely disruptive behaviour.

• Behaviour schools provide a range of specialist programs for students with in Years 5-10 with the aim of returning the students to regular schools or supporting their transition to other education or employment opportunities. There are 35 behaviour schools across NSW.
• Tutorial centres and programs provide an age appropriate short-term intervention for students in Years 5 to 10 who require intensive levels of intervention that cannot be provided within a mainstream or support class setting. There are 41 tutorial centres and programs across NSW.
• Suspension centres provide an intervention for students who are on long suspension from school and have been identified by their school as likely to benefit from a structured program to assist their successful return to school as soon as possible. There are 22 suspension centres across NSW.

For more information and advice related to local supports for students with severely disruptive behaviour, please contact your local Delivery Support team.

Further reading

• What is 'Safeguarding Kids Together'?
• Working with families
• Teaching and learning

Business Unit:

• Inclusion and Wellbeing

Virtual Tour

Experience University of Idaho with a virtual tour. Explore now

• Discover a Career
• Find a Major
• Experience U of I Life

More Resources

• Admitted Students
• International Students

Take Action

• Find Financial Aid
• View Deadlines
• Find Your Rep

Helping to ensure U of I is a safe and engaging place for students to learn and be successful. Read about Title IX.

Get Involved

• Clubs & Volunteer Opportunities
• Recreation and Wellbeing
• Student Government
• Student Sustainability Cooperative
• Academic Assistance
• Safety & Security
• Career Services
• Health & Wellness Services
• Register for Classes
• Dates & Deadlines
• Financial Aid
• Sustainable Solutions
• U of I Library

• Upcoming Events

Review the events calendar.

Stay Connected

• Vandal Family Newsletter
• Here We Have Idaho Magazine
• Living on Campus
• Campus Safety
• About Moscow

The largest Vandal Family reunion of the year. Check dates.

Benefits and Services

• Vandal Voyagers Program
• Vandal License Plate
• Submit Class Notes
• Make a Gift
• View Events
• Alumni Chapters
• University Magazine
• Alumni Newsletter

U of I's web-based retention and advising tool provides an efficient way to guide and support students on their road to graduation. Login to VandalStar.

Common Tools

• Administrative Procedures Manual (APM)
• Class Schedule
• OIT Tech Support
• Academic Dates & Deadlines
• U of I Retirees Association
• Faculty Senate
• Staff Council

Department of Curriculum and Instruction

Mailing Address: College of Education, Health and Human Sciences University of Idaho 875 Perimeter Drive Moscow, Idaho 83844-3082

Phone: 208-885-6587

Fax: 208-885-1071

Email: [email protected]

Aleksandra Hollingshead

Curriculum and instruction department chair, special education.

208-885-0629

Contact Aleksandra Hollingshead

875 Perimeter Drive MS 3080 Moscow, ID 83844-3080

View Full Profile

Learn more about the UDL and CRP Certificate

Find out more about Equity and Social Justice work at EHHS

College of Education, Health and Human Sciences

Curriculum and Instruction

• Ed.D Emphasis Special Education, University of Cincinnati 2013
• M.Ed. Emphasis Mild/Moderate and Moderate/Severe Intervention Specialist, K-12, Antioch University McGregor 2008
• M.A. Emphasis Political Science, Silesian University, Poland 2003
• B.A. Emphasis Political Science and Philosophy, Silesian University, Poland 2003
• EDSP 300: Educating for Exceptionalities
• EDSP 548: Curriculum and Instruction in Special Education
• EDSP 504: Evidence Based Practices
• EDSP 504: Orientation to Autism Spectrum Disorder
• EDSP 423: Collaboration

Awards and Honors

Excellence in Outreach and Engagement Award nomination, University of Idaho, 2017

Hoffman Teaching Excellence Award nomination, University of Idaho, 2017

Hoffman Teaching Excellence Award nomination, University of Idaho, 2016

Excellence in Outreach and Engagement Award nomination, University of Idaho, 2016

The Darwin T. Turner Scholars Program, Faculty Recognition Award, University of Cincinnati, 2013

Outstanding Doctoral Student Award, University of Cincinnati, 2013

Aleksandra Hollingshead is an associate professor of special education at the University of Idaho. Dr. Hollingshead also serves as a part-time Associate Dean at the College of Education, Health and Human Sciences and a program coordinator for special education. She received her doctorate in special education from the University of Cincinnati in 2013. Dr. Hollingshead was born in Poland and moved to the United States in 2003. Dr. Hollingshead earned her master degree in special education and worked as an intervention specialist with students with severe autism and significant behavior challenges. Dr. Hollingshead’s main research interests include academic engagement of students with autism and severe disabilities, as well as topics related to instructional and assistive technology. Dr. Hollingshead examines student engagement through a lens of Universal Design for Learning framework. Dr. Hollingshead serves as a board of directors member for the Education Northwest and the REL Northwest. She also serves as an associate editor for the FOCUS on Autism and Other Developmental Disabilities journal .

Outreach Projects

SIT-STEM project, Principal Investigator Moscow, Idaho, Collaborate with Dr. Wappett and Ms. Carson on educational outreach to a special education classroom. We will conduct technology needs assessment, purchase and incorporate instructional and assistive technology, collect data, conduct intervention-based single subject studies. October, 2013 - August 2014

Outreach Service

Popular Press

• Halas, M. (06.13.2016). American students taught English at a local high school. Zycie Bytomskie, a local Polish newspaper.
• Halas, M. (06.02.2014). American professor from Bytom . Zycie Bytomskie, a local Polish newspaper.
• Nowacka-Goik, M. (05.30.2014). “Smoleniaczka” from America” . Dziennik Zachodni, a regional Polish newspaper.
• College of Education January 2014 Newsletter. Alex Hollingshead spent part of her winter break in Poland, where she is planning a faculty-led study abroad opportunity for students .
• Engaging special education teachers from rural areas: A virtual community of practice to share technology implementation ideas. Funded by the Doceo Center for Innovation and Learning, University of Idaho .
• Systematic Integration of Technology for STEM Support in a Special Education Classroom (SIT STEM) — outreach project in Moscow City Schools. Funded by the Doceo Center for Innovation and Learning, University of Idaho .
• Chapman, E., Hollingshead, A., & Taylor, A. (November, 2020) Keeping it accessible; keeping it inclusive. CETL  professional development workshop for faculty at the University of Idaho , Moscow, ID.
• Chapman, E., Hollingshead, A., & Taylor, A. (July, 2020). Making HyFlex, online, and other classes accessible and inclusive. CETL professional development workshop for faculty at the University of Idaho, Moscow, ID.
• Hollingshead, A. (October, 2019). Unpacking UNIVERSAL in Universal Design for Learning for students with most complex learning needs. Infinitec webinar series , Chicago, IL.
• Hollingshead, A. (October, 2019). Unpacking DESIGN in Universal Design for Learning for students with most complex learning needs. Infinitec webinar series , Chicago, IL.
• Hollingshead, A. (November, 2019). Unpacking LEARNING in Universal Design for Learning for students with most complex learning needs. Infinitec webinar series , Chicago, IL.
• Hollingshead, A. (September, 2018). Facilitating inclusion using the UDL framework. A professional development workshop for teaching staff, Moscow School District , Moscow, ID.
• Hollingshead, A. (August, 2018). Facilitating inclusion using the UDL framework. A professional development workshop for special education staff, Kellogg, Wallace , Mullan, ID.
• Hollingshead, A. (February, 2018). Creating inclusive learning experiences through UDL. A professional development workshop for faculty at the University of Idaho , Moscow, ID.
• Hollingshead, A. (January, 2018). Creating inclusive learning experiences through UDL. A professional development workshop for faculty at the University of Idaho , Moscow, ID.
• Hollingshead, A. (March, 2017). Universal Design for Learning and student engagement.  A professional development workshop for faculty at the University of Idaho , Moscow, ID.
• Hollingshead, A. (December, 2016). Universal design for learning and student engagement. An invited workshop for special education teachers in Lake Pend Orielle School District , Sandpoint, ID.
• Hollingshead, A. (December, 2016). Visual supports in the classroom. An invited workshop for teachers and paraprofessionals in Moscow School District , Moscow, ID.
• Hollingshead, A. (October, 2016). Universal design for learning and student engagement. An invited workshop for Region 1 and Region 2 special education directors ¸ Coeur d’Alene, ID.
• Hollingshead, A. (October, 2016). Universal design for learning and student engagement. An invited workshop for special education teachers in Kellogg, Mullan, and Wallace school districts .  Kellogg, ID.
• Hollingshead, A. (September, 2016). Multiple means of engagement. A state-wide UDL symposium , Coeur d’Alene, ID.
• Hollingshead, A. & Barrio, B. (August, 2015). Setting up for a successful school year: Strategies for behavior management. A professional development workshop for paraprofessionals from rural areas- project funded by the WSU and U of I Colleges of Education Faculty Funding .
• Hollingshead, A. & Barrio, B. (April, 2015). Strategies for meaningful inclusion and collaboration: How to facilitate social acceptance of students with disabilities. A professional development workshop for paraprofessionals from rural areas- project funded by the WSU and U of I Colleges of Education Faculty Funding .
• Hollingshead, A. & Barrio, B. (January, 2015). The principles of structured teaching to support behavior management, communication, and small group instruction. A professional development workshop for paraprofessionals from rural areas- project funded by the WSU and U of I Colleges of Education Faculty Funding .
• Hollingshead, A. & Barrio, B. (November, 2014). Assistive technology supports and evidence-based practices for students with learning disabilities, autism, and intellectual disabilities. A professional development workshop for paraprofessionals from rural areas- project funded by the WSU and U of I Colleges of Education Faculty Funding .

Research Projects

Funded projects:

Current ($5500)

• Hollingshead, A. (Awarded $1500, January, 2021). Exploring Universal Design for Learning Framework in an Online Class. Teaching Innovation Program. Center on Teaching and Learning, University of Idaho.
• Scheef, A., & Hollingshead A. (Awarded $4000, September, 2019). Vandal QUEST: Inclusive postsecondary opportunities at the University of Idaho. Steppingstones, Inc.
• Hollingshead, A. & Haltinner, K. (Awarded $4998, summer 2017). Cultural competency and Universal Design for Learning: Providing relevant instruction to all students. College of Education and College of Letters, Arts, and Social Sciences Funding, University of Idaho .

Completed ($56,027.14)

• Hollingshead, A. & Haltinner, K. (Awarded $4998, summer 2017). Cultural competency and Universal Design for Learning: Providing relevant instruction to all students. College of Education and College of Letters, Arts, and Social Sciences Funding, University of Idaho.
• Hollingshead, A. (Awarded $2000, December 2013). It is More than Pierogies: Engaging students in exploration of diversity Through Teaching and Sightseeing in Poland. International Programs, University of Idaho.
• Hollingshead, A. (Awarded $18,544.41, September 2014). Engaging special education teachers from rural areas: A virtual community of practice to share technology implementation ideas. Doceo Center for Innovation & Learning, University of Idaho.
• Barrio, B., & Hollingshead, A. (Awarded $5000, May 2014). Reaching out to paraprofessionals: Engaging professional development in rural communities. Washington State University College of Education Faculty Funding.
• Hollingshead, A. & Barrio, B. (Awarded $5000, May 2014). Reaching out to paraprofessionals: Engaging professional development in rural communities. University of Idaho College of Education Faculty Funding.
• Hollingshead, A., Carson, J., Wappett, M. (Awarded $15,000, October 2013). Systematic Integration of Technology for STEM Support in a Special Education Classroom (SIT STEM). Doceo Center for Innovation and Learning, University of Idaho.
• Hollingshead, A., & Servilio, K. (Awarded $1,500, November 2013). Partnerships that Enhance Practice (PEP). A mini grant funded by the Teacher Education Division of CEC.
• Carnahan, C., Williamson, P., Hollingshead, A., Snyder, K., & Tan, C. (Awarded, $2000, April 2012). What’s the difference? Evaluating iPads, Laptops, and Traditional Books to promote engagement and learning for individuals with autism spectrum disorders. College of Education, Criminal Justice, and Human Services Instructional Research and Development Technology Grant, University of Cincinnati.
• Carnahan, C., Williamson, P., Snyder, K., Hollingshead, A., & Li, X. (Awarded $1985, April 2012). Virtual coaching: A new model of providing support to pre-service teachers in the field. College of Education, Criminal Justice, and Human Services Instructional Research and Development Technology Grant, University of Cincinnati.
• Hollingshead, A. (Awarded $2000, December 2013). It is More than Pierogies: Engaging students in exploration of diversity Through Teaching and Sightseeing in Poland. International Programs, University of Idaho .
• Hollingshead, A. (Awarded $18,544.41, September 2014). Engaging special education teachers from rural areas: A virtual community of practice to share technology implementation ideas. Doceo Center for Innovation & Learning, University of Idaho .
• Barrio, B., & Hollingshead, A. (Awarded $5000, May 2014). Reaching out to paraprofessionals: Engaging professional development in rural communities. Washington State University College of Education Faculty Funding .
• Hollingshead, A. & Barrio, B. (Awarded $5000, May 2014). Reaching out to paraprofessionals: Engaging professional development in rural communities. University of Idaho College of Education Faculty Funding .
• Hollingshead, A., Carson, J., Wappett, M. (Awarded $15,000, October 2013). Systematic Integration of Technology for STEM Support in a Special Education Classroom (SIT STEM). Doceo Center for Innovation and Learning, University of Idaho .
• Hollingshead, A., & Servilio, K. (Awarded $1,500, November 2013). Partnerships that Enhance Practice (PEP). A mini grant funded by the Teacher Education Division of CEC .
• Carnahan, C., Williamson, P., Hollingshead, A., Snyder, K., & Tan, C. (Awarded, $2000, April 2012). What’s the difference? Evaluating iPads, Laptops, and Traditional Books to promote engagement and learning for individuals with autism spectrum disorders. College of Education, Criminal Justice, and Human Services Instructional Research and Development Technology Grant, University of Cincinnati .
• Carnahan, C., Williamson, P., Snyder, K., Hollingshead, A., & Li, X. (Awarded $1985, April 2012). Virtual coaching: A new model of providing support to pre-service teachers in the field. College of Education, Criminal Justice, and Human Services Instructional Research and Development Technology Grant, University of Cincinnati .

Selected Publications

(see the CV for a full list)

Peer Reviewed/Evaluated

• Hollingshead, A. (2021). Designing engaging online environment: Universal Design for Learning principles. Research Anthology on Developing Effective Online Learning Courses. IGI Global. (p. 516-530).
• Hollingshead, A. , Lowrey, K. A., & Howery, K. (2020). Universal design for learning: When policy changes before evidence. Educational Policy. Online first
• Scheef, A., Hollingshead, A. , & Barrio, B. (2020). Supporting students with intellectual disability in postsecondary education. Journal of College Student Development. 61(4), 528-531.
• Hollingshead, A. , & Carr-Chellman, D. (2019). Engaging learners in online environments utilizing Universal Design for Learning principles. E-Learn . ( https://elearnmag.acm.org/archive.cfm?aid=3310383 )
• Hollingshead, A. , Williamson, P., & Carnahan, C. (2018). Cognitive and emotional engagement for students with severe intellectual disability defined by the scholars with expertise in the field. Research and Practice for Persons with Severe Disabilities , 43(4), 269-284.
• Hollingshead, A. (2018). Designing engaging online environment: Universal Design for Learning principles. In K. L. Milheim (Ed.). Cultivating Diverse Online Classrooms through Effective Instructional Design.   Hershey, PA: IGI Global.
• Hall, C., Hollingshead, A. , & Christman, J. (in press, 2017). Implementing video modeling to improve transitions within activities in inclusive classrooms. Intervention in School and Clinic .
• Lowrey, K. A., Hollingshead, A. , Howery, K. & Bishop, J. (in press, 2017). More than one way: Stories of UDL, inclusive classrooms, and students with intellectual disability. Research and Practice for Persons with Severe Disabilities .

Lowrey, K. A., Hollingshead, A. & Howery, K. (2017). A closer look: Examining teachers’ language around UDL, inclusive classrooms, and intellectual disability. Intellectual and Developmental Disabilities , 55(1), 15-24.

Hollingshead, A. , Carnahan, C., Lowrey, K. A., & Snyder, K. (2017). Engagement for students with severe cognitive disabilities: The need for a common definition in education. Inclusion , 5(1), 1-15.

Barrio, B. L., Miller, D., Hsaio, Y-J., Dunn, M., Petersen, S., Hollingshead, A. , & Banks, S.  (2017). Cultural considerations for the Individualized Education Programming. Intervention in School and Clinic , 1-6 (online first).

Servilio, K., Hollingshead, A. , & Hott, B. (2016). Partnerships enhancing practice: A preliminary model of technology-based peer-to-peer evaluations of teaching in higher education. Journal of Special Education and Technology , 1-13 (online first).

Hollingshead, A. , Kroeger, S., Altus, J., & Trytten- Brubaker, J. (2016). A case study of positive behavior supports-based interventions in a seventh grade urban classroom. Preventing School Failure 60(4),1-8.

Hollingshead, A. , Wappett, M., & Erickson, N. (2015). Examining the effectiveness of technology-based intervention on student engagement and products of learning in an Earth science class. DADD Online Journal 2(1), 146-156.

Klein, E., & Hollingshead, A. (2015). Collaboration between special and physical education: The benefits of a healthy lifestyle for all students.  TEACHING Exceptional Children , 47(3), 163-171.

Hollingshead, A. & Streagle, K. (2015). Modeling Universal Design for Learning Principles in a College Classroom: A Means to Engage Pre-service Teachers.  UDL-IRN monograph . 117-122.

Carnahan C., Williamson, P., Hollingshead, A. , & Israel, M. (2012). Using technology to support balanced literacy instruction for students with significant disabilities.  TEACHING Exceptional Children , 45(1), 20-29.

Carnahan, C., Basham, J., Christman, J, & Hollingshead, A. (2012). Overcoming challenges: Going mobile with your own video models.   TEACHING Exceptional Children , 45(2), 50-59. 

Refereed/Adjudicated

Hollingshead, A. (2020). How education leaders can support students with autism during school closures. REL Northwest blog , https://ies.ed.gov/ncee/edlabs/regions/northwest/blog/support-students-with-autism.asp .

Hall, C., Mullins, R., Hollingshead, A. , Dousay, T. (2019). Boosting communication: Using point of view (POV) video for students with disabilities as a powerful communication piece with parents. Proceedings of Society for Information Technology & Teacher Education International Conference (pp.241-244), Las Vegas, NV. Association for the Advancement of Computing in Education (AACE) . Retrieved April 12, 2019 from https://www.learntechlib.org/p/208465 .

Hollingshead, A. & Barrio, B. (2019). Working with paraprofessionals to support students with intellectual disability and autism spectrum disorders. In J. Shurr,  Jimenez, B., & E. Bouck, (Eds.). Evidence Based Practices for Students with Intellectual Disability and Autism Spectrum Disorder. (47-71). Arlington, VA: Council for Exceptional Children.

Hollingshead, A. (October 13, 2016). Article misrepresents universal design for learning framework. A letter to the editor of The Chronicle of Higher Education .  http://www.chronicle.com/blogs/letters/article-misrepresents-universal-design-for-learning-framework/

Klein, E. & Hollingshead, A. (2016). Planning physical education within Universal Design for Learning framework to ensure quality instruction for all students. SHAPE Idaho: A Journal for Idaho’s Health and Physical Educators, Coaches, & Recreation Directors , Winter 2016, 14-18.

Hollingshead, A. (2013). Teaching math content to students with significant disabilities: A textbox. In B. Billingsley, M. Brownell, M. Israel, & M. Kamman, (2013).  The Beginning Special Education Teacher’s Survival Guide . (p. 264-284). San Francisco, CA: Jossey-Bass.

Hollingshead, A. (2013). Teaching academic content to students with significant disabilities: A textbox. In In B. Billingsley, M. Brownell, M. Israel, & M. Kamman, (2013).  The Beginning Special Education Teacher’s Survival Guide . (p. 285-302). San Francisco, CA: Jossey-Bass.

Hollingshead, A. (2010).  Use of visual schedules for students with autism- a case study.  ABA India  1(2), 1-4.

• Aleksandra Hollingshead CV docx

Moscow wants to be a model smart city; this is how they plan to achieve it

The Russian capital is investing heavily in technology

The concept of smart cities is a well trodden one and has been at the core of the expansion of some of the world’s big megalopolises. 

Moscow, however, rarely comes to mind when thinking about technology, primarily because Russia is often considered to have a significant tech presence - unlike China or the US. 

Companies like Rostec and Kaspersky are changing this and so are initiatives like Moscow’s City-as-a-service. Qualcomm for example, chose the city to launch Europe’s first 5G mmWave network in partnership with Moscow’s Department for Information Technologies of Moscow. We caught up with its head, Eduard Lysenko, to find out more about what they have been doing. 

• What is a smart city and how does one plan for it?
• How businesses can unlock smart city success
• 5G and smart cities : everything you need to know

Can you tell us a little about the city-as-a-service concept and how it has benefited the citizens of Moscow?

The digitalization of Moscow started in 2011 and since then the city has become one of the leaders in providing e-services for citizens, with more than 11m citizens using city services today. 

Initially, we had to digitize the city management systems. A few years later we started to introduce e-services for citizens that became very popular. The main feature of e-services in Moscow is that they are being developed by DIT and therefore they have a similar interface, the same login system and all of the services are connected and can interact with each other. It makes it easier for citizens to use.

At the same time we provided opportunities for the development of mobile networks. Due to cheap internet access and huge coverage (99 percent of Moscow is covered by 4G) the penetration of smartphones exceeded 83 percent. So the citizens of Moscow were ready to use these services.

As for the services themselves, they seek to cover all the needs of citizens. They include the EMIAS medical portal, the Active Citizen portal that runs polls for citizens, the Moscow E-school and the portal of the mayor of Moscow, mos.ru . However, there are also services for tourists, complaints, crowdsourcing etc. I’d like to briefly introduce some of these services. 

First of all, the EMIAS service for making online appointments in Moscow public clinics, thanks to which the average waiting time to see a doctor has been reduced to five minutes and 95 percent of prescriptions are now issued in electronic form. With the Moscow E-school, we are creating a high-tech environment to improve the quality of education in Moscow schools. There is also a well-known e-polling service called Active Citizen, which allows Muscovites to make decisions on urban development. Almost 2.3m citizens participate on the platform and about 4,000 decisions have already been implemented via this service. We have recently been developing Crowd.Mos where, in contrast to Active Citizen, people can independently suggest their own initiatives for the city.

As for the possibility of interaction, we are now working on a full integration of all services. For example, in the future, when the winter flu epidemic begins in the city, EMIAS will be able to notify all schoolchildren and their parents of the need for protection and vaccination. All our services will form a single network aimed at helping citizens in a variety of situations. And finally, the mos.ru portal, which is a platform that aggregates all e-services for citizens in one place, as well as providing the latest news about the life of the capital. Mos.ru allows citizens to understand which e-services exist and how they can be received, which saves them time.

One of our aims is to save time for people and this is something that Moscow’s services can do. In our case, speed means comfort. Already, the introduction of EMIAS is saving doctors up to two million hours per year. Making life more comfortable for citizens implies that the city provides services to residents at all levels. Before the digitalization started, people had to spend a lot of time to use city services and go to different institutions but now they are all available online. Last year, we reached 170bn visits to e-government services and $ 1.5bn in payments were processed.

But for us, things don’t end with the provision of basic services. We are striving to add specific new services in accordance with the requests of citizens. For example, in summer, free sports activities with coaches and equipment are now available in Moscow parks for registered users. We are now working on responding to all relevant and adequate needs of people because this approach allows us to boost awareness and the desire to improve in people themselves. In this way, the city itself, in a sense, is becoming a service for citizens - and our aim is to make sure that this is a high-quality service.

How successful have the city’s network of CCTV cameras and facial recognition system been in preventing crime?

Moscow has one of the world's largest network of CCTV cameras, second only to London (according to 2016 PWC estimates). These cameras are now helping to solve about 70 percent of all crimes committed in the city. 

As for facial recognition, at the moment there are 1,500 cameras in Moscow connected to this system in a pilot project. Video analytics takes place in automatic mode and notifies the city services if necessary.  In automatic mode, the camera responds to gestures, movements and elements of behavior, thereby revealing suspicious activity. This year, we plan to launch the system on 105,000 cameras - that is, all cameras capable of observing human faces will be covered. The majority of the cameras are installed in courtyards, entrances and subways, where the footfall is greatest. We expect to reduce the overall number of crimes by 20 to 40 percent by next year. 

In addition to the city cameras, we are developing other technologies with facial recognition capabilities. For example, we tested augmented reality glasses with facial recognition for police. These glasses make it possible to recognize a criminal in the midst of a crowd and significantly reduce the time required to capture criminals. 

Again, many speak critically about video surveillance with a facial recognition system, believing that the government wants to establish surveillance of people. But I can tell you about a successful case - during the 2018 World Cup in Moscow, cameras with facial recognition were used to identify 98 fans banned from visiting fan zones. This helped to provide us with a decent level of security during the championship and not expose people who came to watch the game to unnecessary risk.

The global aim here is to provide a self-regulating and high-quality system, reducing any possible risks for our citizens.

What security measures have been put in place to protect the government-run storage facility that houses the data collected by the cameras?

Providing cyber security for the data was top-priority since the very beginning of the digitalization. Fault-tolerant data processing centers belonging to the Government of Moscow are used as a basis for countering attacks. So far, a data protection system has been built for the data center, which has made it possible to ensure the protection of the information systems located in the data center.

In 2018, we took measures to identify unauthorized access to the Moscow data storage and processing centers. During this year, more than 27,572  cyberattacks have been blocked. We are constantly improving our security system, conducting inspections and audits of security systems.

The correct functioning of the newly built information protection system has been confirmed by the positive results of certification tests for compliance with information security requirements and the issue of a certificate of conformity of the information facility with information security requirements. 

As for our surveillance system, access to these cameras is also limited and controlled. In 2018, we developed an automated information system called Access Control System for Information Systems and Resources of the City of Moscow, which is designed to ensure safe, reliable identification and authentication of users when accessing the information systems of Moscow. The video retention period is about five to seven days. Within five days, any citizen can apply for data from video cameras. According to the statistics, 80 percent of users contact us within three days and a further 15 percent in the remaining two days.

Moscow is known for having the best e-government services. Can you tell us about the Active Citizen app and how Muscovites are using it to participate in city government affairs?

We created the Active Citizen service in 2014 at the initiative of the Government of Moscow. This is a service of electronic polls for citizens, enabling them to make decisions on important citywide issues. Active Citizen is unique case – the service allows ordinary citizens to influence what is going on in the city. Any Moscow resident who has a Russian mobile operator SIM card can register and get involved in changing Moscow. 

To attract citizens, we use elements of gamification — for participation in polls and other activities, users are encouraged with points, which can later be exchanged for various kinds of benefits. As of July 2019, about 2.3m users have registered using the application and more than 4,000 polls have been conducted. Among the decisions made by users, it is worth noting the creation of 25 local parks, 10 new bus routes and bicycle lanes. In addition, citizens can choose names for various urban innovations. For example, this is how the name was chosen for the Moscow Metro’s Third Circle.

Active Citizen is one of our most important services and despite the fact that now it is already successfully operating, we are still devoting energy and resources to promoting and popularizing it.

This year, the service turned five years old and we organized a big celebration in one of the main parks of Moscow. We run these events not so much to attract more users but to increase loyalty among current users.

In addition to Active Citizen, I would like to talk about the launch of the My District service. In simple words, this is like a small version of Active Citizen, where residents of a particular district can make decisions on how to improve their area. We believe that decisions at all levels are important, and My District allows residents to exercise more autonomy in matters of city infrastructure.

Of course, we have been repeatedly criticized for the fact that Active Citizen offers a limited choice and range of issues for consideration. So, this year, we have launched the Crowd.Mos service, which allows people to independently propose their own urban planning initiatives. I can say that we are proudly a world leader in the implementation of ideas proposed by citizens.

I would also mention an experiment with blockchain elections to the Moscow City Parliament this year in the context of e-government. Connecting blockchain technology will not only enable online voting but also ensure the transparency of the elections and the impossibility of changing results, which will be securely encrypted.

How is AI being used in Moscow to improve healthcare?

For a start, it is important to point out that public healthcare in Moscow, as in all of Russia, is free. As you know, Moscow is a gigantic metropolis, accordingly, a huge amount of resources, including humans, are needed to serve all citizens. Currently, the city has about 244 public hospitals and 444 clinics, which employ more than 44,000 doctors.

As part of DIT’s Smart City program, city polyclinics have been connected to the artificial intelligence system. Online services are helping to reduce queues in clinics and make it easy to communicate with doctors. For example, today the majority of city clinics have implemented a patient flow control mechanism - the mechanism covers more than 60 percent of all doctors and allows you to correctly distribute the number of patients for each doctor. Thanks to this system, citizens can see a doctor as soon as possible, and the queues in most metropolitan clinics have almost been eliminated.

Accordingly, it is very difficult to manage this entire system and artificial intelligence helps us in this. In addition to facilitating the process of managing and allocating resources, citizens can now receive their analyses and test results by e-mail, which means they don’t need to go back to the clinic. This makes life easier for everyone - both patients and doctors.

The online service for registering with a clinic without a personal visit has also become very convenient for Moscow citizens. At the end of last year, more than 51,000 people registered with clinics in this way.

A key innovation in the health system is the beginning of the implementation of the Digital Vision pilot project. With the help of big data and artificial intelligence, doctors now have the opportunity to diagnose cancer in its early stages, as well as to assess stroke risks. The use of this technology has already increased diagnostic accuracy in Moscow by 15 percent.

In addition to improving the process of receiving and organizing treatment of patients in clinics, we are interested in the development of telemedicine. Of course, online consultation will never replace a full-fledged doctor's appointment, especially in difficult cases. However, it may be useful for primary symptoms and in cases where a visit to the doctor may not be necessary.

How is the Department of IT using big data to deliver insights about city residents?

DIT processes 14.3 terabytes of data daily. Big data processing technologies allow us to structure and transform the initial data file more quickly and with minimum labor costs, reducing the amount of information that people work with and thus the time spent on solving these problems. Big data helps us better understand our citizens. Thanks to big data, we can make a portrait of a Moscow citizen, understand their preferences and address whatever problems they have. For example, what changes in the infrastructure of the city they need and what is missing. Also, big data can help in predicting natural disasters or epidemics. Today, by analyzing this data, we know what problems are emerging. It is now possible to draw up a plan for the repair of roads or to build social facilities on the basis of this information. In one district, for example, you need to build a school, and in another, residents need additional parking zones.

Moreover, big data provides an opportunity for personalization. For example, there is automatic SMS notification of residents of specific areas of unplanned situations - water shutdown, snowfall, road works, and so on. Big data has long been used in the Moscow call center. First of all, our robot with artificial intelligence is connected to the call center and is trained to answers citizens' questions. At the end of the year, we are planning a pilot launch of a new robot, which can analyze the history of previous calls to predict the nature of a new call. This will significantly reduce the total call time. I notice that many companies, including public ones, consider robots with artificial intelligence to be unprofitable and expensive to develop. However, with the help of our robot, we were able to completely reassign human operators from simple questions to more complex ones, thereby saving them time and energy and reducing labor costs.

We also have separate benefits for businessmen. This year, we are planning to launch a robot that will help automate purchases and inform Moscow entrepreneurs about upcoming tenders. We plan to add more features to it in the future.

• This is everything you need to know about smart cities and 5G

Are you a pro? Subscribe to our newsletter

Sign up to the TechRadar Pro newsletter to get all the top news, opinion, features and guidance your business needs to succeed!

'A whole new generation of displays': researchers develop RGB LED out of miracle material perovskite, paving the way for self sensing, solar powered displays — but its hour-long service life needs to be improved first

Intel's formidable 288 core CPU now has a proper family name — Granite Rapids and Sierra Forest are Xeon 6 processors but is it just becoming too confusing?

Rebel Moon Part 2 isn't the epic sci-fi sequel we hoped for – here are 3 better sagas to stream

Most Popular

• 2 I really hope Google doesn't promise 7 years of Android for the Pixel 8a
• 3 I’ve seen Sony’s impressive new mini-LED TV backlight tech in action, and OLED TVs should be worried
• 4 Meta rolls out new Meta AI website, and it might just bury Microsoft and Google's AI dreams
• 5 DJI drones just got a new rival in the US that licenses… DJI technology
• 2 Bosses are becoming increasingly scared of AI because it might actually adversely affect their jobs too
• 3 Scientists inch closer to holy grail of memory breakthrough — producing tech that combines NAND and RAM features could be much cheaper to produce and consume far less power
• 4 The latest macOS Ventura update has left owners of old Macs stranded in a sea of problems, raising a chorus of complaints
• 5 Disney Plus' possible cable-style Star Wars channel plan proves we're never getting rid of cable