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Tier 1 : Classroom Support
Tier 1 : Classroom Support
Tier 1 behavior interventions occur when the classroom teacher and a school site administrator work together to assist the student with behavioral needs. The administrator and teacher will assure that school-wide supports are in place to prevent problem behavior, assure teacher and student expectations are clearly defined and the student is being frequently acknowledged for positive behaviors.
Tier 2: Additional Services
Tier 2: Additional Services
Tier 2 behavior interventions involve implementing specialized group supports such as Check-in Check-out or small group social skills training recommended by either the Student Study Team or the IEP team to address behavior concerns. During this time the School Psychologist may work with the team to make sure that the interventions are appropriate for the perceived function of the problem behavior and provide monitoring of intervention effectiveness.
Tier 3: Individualized Interventions
Tier 3: Individualized Interventions
Individualized Intervention Supports
Individualized Intervention Supports
During Tier 3 Interventions Individual supports are created for the student. During this phase of support a student's team IEP or SST team needs to implement at least 2 Individualized interventions, with fidelity for at least two weeks each. The School Psychologist or member of the Behavior Intervention Team may be available to assist during this process if needed. If individualized interventions have not been successful a Functional Behavior Assessment may be completed by the School Psychologist for students receiving Special Education Services or by the Behavior Intervention Team for Students who do not have an IEP.
Functional Behavior Assessment & Behavior Intervention Plans
Functional Behavior Assessment & Behavior Intervention Plans
The function of behavior gives us a reason why a specific behavior is occurring. We all demonstrate behaviors for a purpose or function. We engage in the behavior because it meets a need or desire. The behavior continues to occur over time because it is maintained by reinforcing consequences that follow the occurrence of the behavior. Identifying the function of a behavior is the purpose of a functional behavior assessment. Behavior Intervention Plans work by changing events that occur before and after the behavior of concern.
Tier 4: Behavior Intervention Team
Tier 4: Behavior Intervention Team
The Behavior Intervention Team can conduct student observations and provide feedback to staff members for already existing interventions.
In most cases when previous interventions have not been successful a Functional Behavior Assessment and Behavior Intervention Plan will be recommended.
The team may also develop a revised BIP from previous FBA or decide that and new FBA is needed before a revised behavior plan is developed.
Separate referrals are available for General Education and Special Education Students along with what to expect after a referral is made.
In some cases, an initial observation of the student will be conducted before a decision is made to proceed with the next step.
When the next step is a functional behavior assessment permission will need to be obtained before the team starts.
A functional behavior assessment may include, preliminary questions, indirect assessments, direct assessments, and a test for the function of the behavior.
The behavior team will create or revise a Behavior Intervention Plan, create a data collection system, and required materials.
Members of the behavior team will implement the Behavior Intervention Plan and test for effectiveness. This may include direct support of a Behavior Case Manager or a Behavior Intervention Technician in the classroom for a period of time or it may involve providing feedback to other staff members so that the behavior plan can be implemented with fidelity. The behavior plan may need to be revised if data shows that it is not effective when fully implemented.
If the behavior plan is determined to be successful when fully implemented then the behavior plan will be tested and modified as needed to be effective when done by a variety of staff members, in a variety of settings and with a variety of peers as appropriate.
Behavior Case Managers will continue to collect observational data, provide training for staff members, hold team meetings to review student progress until the student has made enough progress so that their behavior continues to improve, or maintain behaviors at an acceptable level with the existing school site supports.
Students are taught to respond the same way to a variety of different people and a variety of different situations. Students parakite their newly learned skills with new people and in new places.
Tier 5: Direct Classroom Support
Tier 5: Direct Classroom Support
Tier 5 supports may be considered when the student is a significant disruption to the classroom environment resulting in the regular removal from instructional opportunities or is a safety concern. If the team decides that additional adult support is needed to implement the BIP, the team may discuss the temporary placement of an additional trained staff member who is responsible for implementing and modeling behavior interventions that are specified in a student’s BIP. The temporary placement of an additional staff member will be systematically faded based on student behavior data.
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