Policy – Category 5000 (Students) BP 5006 – Behavioral Interventions and Supports for Students with Disabilities
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Tier II: Some Students Not all children will respond to school-wide approaches alone. Some children require selected supports and interventions. These children may need supports such as cognitive-behavior therapies from counselors. Some may benefit from small group instruction in social skills or self-management. Other successful programs for selected support include extra academic assistance and extra adult attention. Good examples of adult mentoring programs appropriate for Tier I include the U.S. Department of Education, Office of Special Education Programs (OSEP) “Check and Connect” and the Behavior Education Program, Second Edition. Crone, Deanne A., Robert A. 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.
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BP 5006 – Behavioral Interventions and Supports for Students with Disabilities Desert Mountain Charter Special Education Local Plan Area (DMCS) (rev. 11/16)
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