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INDIVIDUALIZED
INDIVIDUALIZED
INTENSIVE INTERVENTIONS
INTENSIVE INTERVENTIONS
The goal of Tier 3 is to reduce the intensity, frequency, and/or complexity of existing problem behaviors that are resistant to and/or unlikely to be addressed by primary and secondary prevention efforts. SBBH staff can provide individualized supports and responses as well as guide the implementation of strategies in situations where problem behavior are likely.
Tier 3 supports are already in place on your campus and are most obvious when thinking about special education.
With a tiered approach, only a small percentage of students will be considered for Tier 3 consideration (peer review) and even then, only after evidence shows that Tier 1 and Tier 2 supports have failed to promote growth.
Tier 3 teams should be monitoring goals and progress in attempts to facilitate the movement of students away from Tier 3 services.
At the Tier 3 level, students may be receiving special education services or individual counseling. These supports are designed to strengthen and empower students to be successful in the least restrictive environment.
SBBH SUPPORTS & INTERVENTIONS
SBBH SUPPORTS & INTERVENTIONS
Tertiary (tier 3) prevention is most effective when there are positive primary (school-wide) and secondary (group-based) systems in place. As emphasized in the Implementation Blueprint Part 1, implementing PBIS across the whole school helps to ensure an effective Tier 3 implementation. School teams review of data will assist in determining what supports and interventions would be most beneficial to meet the student's behavioral health needs. These supports may or may not be provided by SBBH personnel as other staff or supports may be a more appropriate match.
At Tier 3 SBBH Staff could provide the following:
At Tier 3 SBBH Staff could provide the following:
Assist team in determining appropriate Tier 3 interventions
Support and implementation of a SBBH Support Plan or Behavior Support Plan
Partner with School Social Worker for wrap-around support through multi-agency collaboration
Participate with Risk Assessment Team and Develop a BSP and/or Safety Plan after a Risk Assessment
Individual counseling utilizing evidence based practices
Participate in IEP teams and SFT meetings
Individual crisis intervention
In-Class Support (skill attainment and/or skill generalization)
Report abuse