Tier 2/3 Interventions

Tier 2/3 Interventions

CPSY 571Jeremy Geschwind

1

Learning Targets

Students will be able to:1. State at least one personal belief that

influences their work2. Define and describe four Tier 2 and one

Tier 3 intervention3. State three critical factors in establishing

Tier 2/3 interventions

Agenda

1. Beliefs exercise2. Survey of Tier 2/3 interventions3. Planning for CICO

Assumptions / Why’s

• You WILL have more training in behavioral supports than most people on any staff – possibly more than anybody

• Our goal is to reduce SPED referrals (i.e., increase school success for all students)

• To increase school success for all students, it is necessary that behavioral expertise is available to the school staff

5

1. BELIEFS EXERCISE 6

Beliefs scenario

Independent work, share later• Read scenario• Jot a few ideas for question 1• Share out• Listen to next questions

Not a test….

8

0 2 4 6 8 10

LEAST MOST

9

2. SURVEY OF INTERVENTIONS 10

Review Critical Features

• Continuously available• Rapid access• Low teacher effort• Consistent with school Expectations• Data utilized for:

• Identification• Monitoring• Decision-making

11

More Critical Features…

• Implemented by all staff• Adequate resources (fte?)• Addresses student engagement• Associated with function of misbehavior

and/or demonstrated skill deficits

12

Check-in / Check-out (CICO)

• Student starts and ends day with brief check-in with program adult

• Student checks in with Teacher(s) for each subject

• Student receives increased performance feedback

• Student earns incentives for reaching goals• Student’s family/caregivers can support 13

For students needing

• Increased adult attention• Increased feedback• Increased reinforcement / encouragement

14

Structured Recess

• Teach playground games, one at a time• Assign students to supervised playgroup• Teach general playground behavior• Teach rules and etiquette for particular

games• Teach social interaction• Assign supervision to support taught

games• Monitor data in any of these areas

15

For…

• Students getting referrals from recess• Students demonstrating skill deficits in:

• Understanding game protocols• Social problem-solving on playground• Accessing attention on playground

• To support access and enjoyment of recess activities – reducing negative behaviors

16

Academic Assistance

Beyond differentiation:• Homework club• Peer tutoring groups• Academic behavior skill building• Academic CICO

17

For students needing

• Homework help• Study skills / assignment management• Encouragement / success • Additional content support• Organization / time management

18

Meaningful Work

• Students provided high-profile jobs throughout school

• Students provided Supervisor and Job Training

• NOT and earned ativity• Shares elements with variety of

interventions

19

For students needing

• Increase in social status• Movement or activity breaks• Success in the school environment• Skills building

20

Targeted Social Skills Groups

Ongoing, accessible groups providing skill development in:• Friendship • Cooperation• Assertiveness• Empathy• Self-control / anger management• School / classroom skills 21

What else?

• School-based Mentoring• Check and Connect• New-to-School Group• Breaks are Better

22

  Targeted Interventions

Intervention Function

Check In/Check Out (CICO)

Social Emotio

nal Skills

Groups*

School-based Mento

r

Behavior

Support Plan

(considering

function of

behavior)

Meaningful Work

Opportunity

Structured Recess/Lunch

Increases opportunities for positive adult attention

Increases opportunities for positive peer attention  

Provides access to choice of alternative activities

Addresses specific social skills instruction on how to relate with others in the school setting

Promotes a positive and encouraging relationship with an adult

Increases number of pre-correction prompts and structure for “what to do” throughout the day

Increases opportunities for stronger incentives/ positive reinforcement

Creates a home and school communication system  

Increases consistency in behavior expectations between home and school        

23

Individual Support Plan – Tier 3?

• Function-based• Continuum of complexity• Continuum of resources required• Requires practitioners skilled in:

• FBA• Plan management• Implementation fidelity

24

Additional Tier 3 supports

• Mental health services• Health services• Parent groups• Community supports• Drug and Alcohol evaluation, services• Delayed Expulsion programs• Alternative Education options

25

3. PLANNING FOR CICO 26

Let’s get our hands dirty

Task: create thorough timeline of events for implementing a Tier 2 intervention• Work in pairs• Work forward and backward from “event”

27

Prompts

• What materials are used?• Who handles them?• Who made/provided them?• Content?

• Who is involved?• What do they do? When?• What do they know?• How did they come to know it?

• Key decision points?• Who, what , why?

28

Let’s talk!

29

Learning outcomes

Students will be able to:1. State at least one personal belief that

influences their work2. Define and describe four Tier 2 and one

Tier 3 intervention3. State three critical factors in establishing

Tier 2/3 interventions

30