Horner, and Leanne S. Hawken. Responding to Problem Behavior in Schools (Practical Intervention in the Schools) . New York: Guilford, 2010. Classroom-wide activities and reinforcement systems are used at Tier II. Skilled classroom management is key as a selected intervention for more difficult children. Other programs that focus on the needs of smaller groups of children including more frequent access to reinforcers can be useful in reducing levels of problem behavior. Behavioral goals for children with exceptional needs would be appropriate. Behavioral contracts may also be employed effectively at this level. Tier III: Few Students Tertiary Prevention at Tier III was originally designed to focus on the needs of individuals who exhibited patterns of problem behavior. Research has demonstrated the effectiveness of PBIS in addressing the challenges of behaviors that are dangerous, highly disruptive, and/or impede learning and result in social or educational exclusion. PBIS has been used to support the behavioral adaptation of children (and other individuals) with a wide range of characteristics, including developmental disabilities, autism, emotional and behavioral disorders, and even children with no diagnostic label. Tertiary Prevention at Tier III is most effective when there are positive Tier I (school-wide) and secondary Tier II (classroom) systems in place. In addition, the design and implementation of individualized supports are best executed when they are conducted in a comprehensive and collaborative manner. The process should include the individual with behavioral challenges and people who know him/her best all working as a team together to promote positive change. Support should be tailored to people’s specific needs and circumstances. It should involve a comprehensive approach to understanding and intervening with the behavior, and should use multi-element interventions. The goal of Tier III is to diminish problem behavior and, also, to increase the child’s adaptive skills and opportunities for an enhanced quality of life. Prevent Teach Reinforce (PTR) is the model used at this level that involves a process of Functional Behavioral Assessment (FBA) and a support plan comprised of individualized, assessment-based intervention strategies, including a wide range of options such as (1) guidance or instruction for the child to use new skills as a replacement for problem behaviors, (2) some rearrangement of the antecedent environment so that problems can be prevented and desirable behaviors can be encouraged, and (3) procedures for monitoring, evaluating, and reassessing the plan as necessary. If continuing support is necessary after the PTR process, then a Linking Individuals and Families with Education (LIFE) plan is created for the child’s needs. In some cases, the plan may also include emergency procedures to ensure safety and rapid de-escalation of severe episodes (this is required when the target behavior is dangerous to the child or others), or major ecological changes, such as changes in school placements, in cases where more substantive environmental changes are needed. For the few children who do not respond to universal and selected interventions at Tier I and Tier II, additional intensive supports are necessary. The IDEA 2004 requires the creation and implementation of specific procedures to guide IEP teams in their response to children with the
Chapter 9 – Behavioral Interventions and Supports for Students with Disabilities, Charter SELPA
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As of 11/18/2016
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