Policy – Category 5000 (Students)
BP 5007 – Positive Behavioral Interventions
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 students. Other programs that focus on the needs of smaller groups of students including more frequent access to reinforcers can be useful in reducing levels of problem behavior. Behavioral goals for students with exceptional needs would be appropriate. Behavioral contracts may also be employed effectively at this level.
2.3
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 students (and other individuals) with a wide range of characteristics, including developmental disabilities, autism, emotional and behavioral disorders, and even students with no diagnostic label. Tertiary Prevention at Tier III is most effective when there is 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 together to promote positive change all working as a team. 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 student’s adaptive skills and opportunities for an enhanced quality of life. Prevent Teach Reinforce (PTR), is the model used at this level which 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 student 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
BP 5007 – Positive Behavioral Interventions
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Desert Mountain Special Education Local Plan Area (DMSELPA) (rev. 09/14)
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