Behavior & Mental Health

Interventions

Tiered supports are not given in isolation but are instead a layering of supports that becomes progressively more intense. For example, a student who is receiving Tier 3 intervention, is also receiving Tier 1 and Tier 2 interventions. As a student moves up through the tiers, the amount of time and quality of instruction increases while the number of students in the group decreases.

Tier 1

All students in Tier 1 receive high-quality, scientifically based instruction, differentiated to meet their needs, and are screened on a periodic basis to identify struggling learners who need additional support.

Active Teaching of Classroom Rules

CHAMPS

Class Dojo (w/ explicit instruction of expected behaviors)

Class Dojo Big Ideas

Differential Reinforcement

Direct Instruction of Character Ed.

Good Behavior Game

Go Noodle

Reflective Listening

Live School (w/ explicit instruction of expected behaviors)

Peer Monitored Transitions

"Say it, Show it, Check it"

Sanford Harmony

Second Step

Self-Management Teams to Monitor Homework

Self Monitoring

Visual Schedule (class-wide)

Explicit Instruction of Expected Classroom Behaviors

Token Economy w/ teaching component

Tier 2

Tier 2 expands instruction for students who are failing to make adequate progress with Tier 1 classroom lessons and strategies. The additional instruction is personalized to the student's needs and must improve upon, and/or extend the classroom lessons.

Active Response Beads

Behavior Contract

Behavior Rehearsal

Check-in/Check-out

Cognitive Behavior Therapy (4-8 students)*

Teaching Break Advocacy

Deep Breathing w/ visuals - Coping Strategy

Dots for Motivation

Emotion Focused Coping*

Group Counseling (4-8 students)*

Mindfulness Coping Strategies

Navigate Suite 360 Lessons

Peer Mentor

Progressive Muscle Relaxation

Reflective Listening to Increase Effective Problem-Solving

"Say it, Show it, Check it"

Second Step (4-8 students)

Self-Monitoring Instruction

Self-Regulation: The Aggression Cycle

Short-term Solution Focused Counseling*

Social Competence Intervention (4-8 students)

Explicit Social Skills Instruction (4-8 students)

Explicit Instruction of Specific Replacement Behavior

Token Economy w/ teaching component

Visual Schedule

* Mental Health Staff Member Only

**Behavior Specialist or School Psychologist Only

Tier 3

Tier 3 is the highest level of support. Interventions are Intensive & Individualized and must include an instructional component.

AIM Curriculum (3 or less students)*

Explicit instruction of positive behaviors with rehearsal

Check-in/Check-out w/ individualized incentive Program using Direct Behavior Rating

Cognitive Behavior Therapy (3 or less)*

FBA/BIP**

Group Counseling (3 or less)*

Individual Counseling*

Explicit Social Skills Instruction (3 or less)

Functional Communication Training

Mindfulness Coping Strategies*

Navigate Suite 360 Lessons (staff-led)

Play Therapy*

Problem Focused Coping

Support Focused Coping

Social Skills instruction with visual modeling

Social Competence Intervention (3 or less)

Visual Schedule (in conjunction with behavior plan)

Social Stories Training (individualized to student)

Preventive strategies/Accommodations (NOT considered interventions):

Antiseptic Bouncing - diverting the student's attention from the source of conflict with a simple request to walk away (e.g. get a drink of water, take a walk with an adult, etc...)
Breaks for movement (e.g. walk to get a drink, 5 jumping jacks, Go Noodle, etc...)
Calm down area/Cool down - provide a location in the classroom/school that students are able to take a break (e.g. small tent in the classroom, corner with stuffed animals, under a table, etc...)
Choice of Task Sequence (e.g. Student is given the choice to decide on the order of tasks. They are still responsible for completing all tasks.)
Chunking/Modifying difficult tasks
Nonverbal Cues (e.g. thumbs up, sticky on desk, smile, etc...)
Caught being good (random praise for good behavior)
Increased opportunity to earn positive peer attention (e.g. line leader, handing out materials, showing a good work example to the class, etc...)
Increased opportunity to earn positive teacher attention (e.g. running an errand for the teacher, getting an item for the teacher, etc...)
Increased supervision during unstructured times (e.g. closer proximity to teacher, in teacher's line of vision, etc...)
Planned ignoring while calmly stating behavior expectations (e.g. Ignore the negative behavior but not the child. Praise when desired behavior is observed)
Preferential seating (e.g. near adult for attention, near a positive role model, away from distractions, etc...)
Premack Principle (i.e. "first - then" statements) (see additional resource section below for visual cues to support implementation)
Provide wait/think time between giving a direction and expecting an action (e.g. 1-3 minutes depending on the severity of the behavior).
Proximity control (teacher moves closer to student when they are engaging in negative behavior)
Review expectations prior to transitions (e.g. centers to floor time, math to science, hallway to playground, etc...)
Reduce overstimulation by lights/sounds/visual (e.g. turn down lights, remove distractions from wall, no diffusers, etc...)
Provide transitional items for students to hold to decrease inappropriate touching behaviors (e.g. small toy, stress ball, teacher binder, etc...)

Positive Reinforcement:

Positive reinforcement means giving something to the child when they perform the desired action so they associate the action with the reward and do it more often. Positive reinforcement may be paired with an instructional intervention but may not be used alone as an intervention. It is important to use a reinforcement survey to ensure that items are reinforcing to the student.

Access to a preferred person
Brag Tag - Student wears tag that shows their good behavior so that others can provide social praise. (Can use different colors for different behaviors)
Earned Break Pass (e.g. student may go see a preferred adult in the office)
Choice Board for Rewards
Differential Reinforcement
Time on electronics (e.g. ipad)
Good note sent home
Jar of positive tokens (e.g. pom poms, plastic bears, marbles, etc...)
Mystery Motivator
Nonverbal praise
Positive Verbal Praise
Points/tickets to access school store
School positive tickets
Token Boards (see below)
Time to engage in a preferred task or have time with a preferred item