Tier I Whole Class Behavioral Instructions
This forms the base available for all students, in every classroom, and throughout the school campus.
1. Unconditional Positive Regard
Regardless of challenging behavior all student are shown unconditional positive regard.
2. Five To One Positive
Gestures and comments to corrective statements given for each student.
3. Human Needs Are Fostered
In each class, through teacher designed interactions: Fun, Freedom, Empowerment, Belonging are emphasized.
4. Individual reinforcement
Individual reinforcement is available, with choices given within a whole group design.
5. On-going teaching of rules & classroom procedures
With reinforcement for compliance occurs for: Safe, Respectful, Responsible behavior
6. Explicit direct instruction teaching strategies are used
7. Differentiated instruction and accommodations
For students with learning characteristics requiring teacher attention: English language learners, attention issues, etc.
8. Social Emotional Learning
Thiscurriculum is delivered to all students.
1. Unconditional Positive Regard
Regardless of challenging behavior all student are shown unconditional positive regard.
2. Five To One Positive
Gestures and comments to corrective statements given for each student.
3. Human Needs Are Fostered
In each class, through teacher designed interactions: Fun, Freedom, Empowerment, Belonging are emphasized.
4. Individual reinforcement
Individual reinforcement is available, with choices given within a whole group design.
5. On-going teaching of rules & classroom procedures
With reinforcement for compliance occurs for: Safe, Respectful, Responsible behavior
6. Explicit direct instruction teaching strategies are used
7. Differentiated instruction and accommodations
For students with learning characteristics requiring teacher attention: English language learners, attention issues, etc.
8. Social Emotional Learning
Thiscurriculum is delivered to all students.
Tier II Behavioral Interventions For At-Risk Students
Tier two interventions are specially designed group interventions that target students at-risk of displaying challenging academic and behavior problems. These interventions are designed to be quickly accessed, highly efficient,flexible, and to bring about rapid improvement (Hawken & Horner,2003).
Example of Interventions:
1. Cueing and Group Social Skills Instrctions
Students received social skills instruction as part of a small-group counseling intervention that focused on enhancing listening and anger management skills. In addition, students were assigned a target goal behavior to focus on for the duration of the intervention. The goals were stated in positive terms such as “keep hands to myself.” A critical component of the intervention involved a cueing procedure that required students to evaluate themselves as well as their fellow group members at five minute timed intervals during social skills instruction periods as to whether they had met their goal.
2. Group Counseling Intervention
The group sessions include structured learning activities that teach students cognitive behavioral strategies designed to increase their ability to pay attention, listen closely to instructions, and to identify personal cues to manage difficult situations.
3. Group Play Therapy
The group curriculum includes skill topics such as listening, organization, self-monitoring, impulse control, and problem solving. Students receive step-by-step instructions on how to seek and maintain positive social relationships. Once students demonstrate skill competencies, they identify cues and prompts to help them generalize the new behaviors to classrooms, hallways, and lunchrooms. Using a combination of play, art, and recreational therapeutic activities, this approach been shown to reduce problem behaviors while increasing socially appropriate ones.
4. Peer Assisted Learning (PAL)
Peer-pairing is a good option to consider when traditional small-group, individual, or classroom interventions have been ineffective. The model is well suited for students who become over stimulated in a group setting. Peer-pairing provides ongoing social skills instruction and coaching to two students who are matched based on similar levels and types of problem behaviors. Students who have acquired an acquisition can invite a guest student to the peer-pairing sessions. The guest student is someone whom both students agree to invite. A guest student does not have to have social skills deficits. Peer-pairings with guest students are another way to provide the student pairs an opportunity to rehearse what they have learned. By providing targeted training and coaching in pee-paired arrangements, students with poor impulse control or highly aggressive behaviors can develop the skills necessary to be successful in school.
5. Behavior Education Program
The Behavior Education Program (BEP) is a daily check-in, check-out intervention for students at-risk of exhibiting severe behavior problems (Hawken & Horner, 2003). Students attend daily meetings with an adult before and after school to monitor their progress in meeting identified behavior goals. In addition, students check in with teachers after each class to receive immediate feedback about their behavior during that class period. Progress is monitored through daily behavior performance reports that are sent home for parents to sign. Data is summarized weekly and the results are communicated to the students, their teachers, and parents. The Behavior Education Program has been found to reduce problem behaviors while helping students become more consistent in exhibiting socially appropriate classroom behaviors.
Example of Interventions:
1. Cueing and Group Social Skills Instrctions
Students received social skills instruction as part of a small-group counseling intervention that focused on enhancing listening and anger management skills. In addition, students were assigned a target goal behavior to focus on for the duration of the intervention. The goals were stated in positive terms such as “keep hands to myself.” A critical component of the intervention involved a cueing procedure that required students to evaluate themselves as well as their fellow group members at five minute timed intervals during social skills instruction periods as to whether they had met their goal.
2. Group Counseling Intervention
The group sessions include structured learning activities that teach students cognitive behavioral strategies designed to increase their ability to pay attention, listen closely to instructions, and to identify personal cues to manage difficult situations.
3. Group Play Therapy
The group curriculum includes skill topics such as listening, organization, self-monitoring, impulse control, and problem solving. Students receive step-by-step instructions on how to seek and maintain positive social relationships. Once students demonstrate skill competencies, they identify cues and prompts to help them generalize the new behaviors to classrooms, hallways, and lunchrooms. Using a combination of play, art, and recreational therapeutic activities, this approach been shown to reduce problem behaviors while increasing socially appropriate ones.
4. Peer Assisted Learning (PAL)
Peer-pairing is a good option to consider when traditional small-group, individual, or classroom interventions have been ineffective. The model is well suited for students who become over stimulated in a group setting. Peer-pairing provides ongoing social skills instruction and coaching to two students who are matched based on similar levels and types of problem behaviors. Students who have acquired an acquisition can invite a guest student to the peer-pairing sessions. The guest student is someone whom both students agree to invite. A guest student does not have to have social skills deficits. Peer-pairings with guest students are another way to provide the student pairs an opportunity to rehearse what they have learned. By providing targeted training and coaching in pee-paired arrangements, students with poor impulse control or highly aggressive behaviors can develop the skills necessary to be successful in school.
5. Behavior Education Program
The Behavior Education Program (BEP) is a daily check-in, check-out intervention for students at-risk of exhibiting severe behavior problems (Hawken & Horner, 2003). Students attend daily meetings with an adult before and after school to monitor their progress in meeting identified behavior goals. In addition, students check in with teachers after each class to receive immediate feedback about their behavior during that class period. Progress is monitored through daily behavior performance reports that are sent home for parents to sign. Data is summarized weekly and the results are communicated to the students, their teachers, and parents. The Behavior Education Program has been found to reduce problem behaviors while helping students become more consistent in exhibiting socially appropriate classroom behaviors.
Tier III
These interventions are highly individualized and selected and implemented based on non-responsiveness to tier two coupled with the presenting need determined by the team.
1. Function based behavior planning process
(Student receives a functional behavioral assessment, with a behavior plan developed based on that assessment. The plan addresses three pathways: 1. Supporting desired positive behaviors, 2. Reacting skillfully and safely to problem behavior, 3. Teaching and reinforcing functionally equivalent replacement behavior, and acceptable alternative.
2 . Family Therapy (Needs based referrals and communication systems are provided.)
3. Multi-Systemic Wrap Around Services (Implemented when the severity warrants this service.)
4. Cognitive Behavioral Therapy (CBT is implemented by school staff or referrals, when student’s faulty reasoning and emotional response to neutral stimuli warrants addressing these underlying barriers to academic and behavioral success.)
Additional Resources:
1. Function based behavior planning process
(Student receives a functional behavioral assessment, with a behavior plan developed based on that assessment. The plan addresses three pathways: 1. Supporting desired positive behaviors, 2. Reacting skillfully and safely to problem behavior, 3. Teaching and reinforcing functionally equivalent replacement behavior, and acceptable alternative.
2 . Family Therapy (Needs based referrals and communication systems are provided.)
3. Multi-Systemic Wrap Around Services (Implemented when the severity warrants this service.)
4. Cognitive Behavioral Therapy (CBT is implemented by school staff or referrals, when student’s faulty reasoning and emotional response to neutral stimuli warrants addressing these underlying barriers to academic and behavioral success.)
Additional Resources: