Tier 3 supports are the most intensive supports offered. These supports follow an individualized approach of developing and carrying out interventions. At this level, schools typically rely on formal assessments to determine a student’s need and to develop an individualized support plan. Student plans often include goals related to both academics as well as behavior support.
Tier 3 Interventions
A more intensive version of CICO, focusing on improving student's classroom behaviors through motivation and mentoring. Motivating factors are closely examined to develop a customized reinforcement system. Modifications are made more frequently to allow for student success.
Any behavior that an individual displays always has a purpose or function behind it. By identifying the function of the behavior, it will assist to develop proactive and reactive strategies based on the problem behavior and teach the individual better and appropriate ways to communicate their needs based on that function. BEHAVIOR IS COMMUNICATION.
The Antecedent-Behavior-Consequence (ABC) Model is a tool that can help people examine behaviors they want to change, the triggers behind those behaviors, and the impact of those behaviors on negative or maladaptive patterns. BEHAVIOR IS A MEANS OF COMMUNICATION. ABC Data collection is an important component of a Functional Behavior Assessment (FBA).
Data is collected throughout multiple observations of behavior over time and recorded.
The ABC charts are then analyzed to identify patterns.
The function of the behavior should emerge, if not, continue collecting ABC data.
Develop a plan of action to support the student in developing appropriate behaviors.
A functional behavioral assessment (or FBA) is a process that identifies a specific or target behavior that interferes with a student's education. The assessment attempts to designate the particular behavior, identify the factors that support the behavior, and determine the purpose of the behavior. This process leads to a plan with strategies to improve the behavior.
Steps of an FBA
Define the challenging behavior
Gather and analyze information
Find out the reasons for the behavior
Make a plan
A behavioral intervention plan is a formal, written plan that teaches and rewards good behavior. It is based on the results of a functional behavioral assessment (FBA) and, includes a description of the problem behavior, global and specific hypotheses as to why the problem behavior occurs, and intervention strategies that include positive behavioral supports that aim to prevent behaviors that get in the way of learning.
The SST team meets to develop an understanding of the student’s strengths and problem areas, review resources and strategies available, and formulate a plan of intervention to resolve those problems in the regular classroom. The PBIS Tier II team can work in conjunction with the SST team to develop a more comprehensive plan to support students.
*Students requiring Tier 3 supports should have a current SST.
Students that are not achieving success in Social Academic Instruction Groups (SAIG), may be referred for individualized counseling. Services would be provided to the student in a one-on-one model. This allows for a targeted, personalized approach to address the students' most prevalent issues.
Our team of clinical professionals and staff are trained to implement evidenced-based practices to increase awareness and promote the mental health and well-being of PUSD students, thereby assisting students in reaching their highest personal and academic aspirations. Students can be referred to SMH when further support is required.
SmhReferralForm.pdf
The PUSD Virtual Calming Room was created for you as a place to explore, enjoy, and learn new techniques for managing your emotions. It is just one of the many ways we are here to support you.
Safe spaces are places where children can go to calm down, be alone, and recharge so they are ready to learn. Experts know that when children don’t feel safe or are in a state of emotional upset, they can’t learn. Safe spaces are an effective way to help children return to a relaxed state that is optimal for learning.
The Conflict Cycle and Pattern of Escalation
When students are stressed about something at home, in their community, or at school, feelings and anxieties are activated that drive behavior. The behaviors may be an attempt to decrease the stress or may be driven by feelings/anxieties. The way other people in the student’s life respond to the student’s behaviors can either break or fuel the cycle.
Our goal is to interrupt the student’s cycle and develop strategies for responding.
Tier II/III Case Study
