Targeted and Intensive Positive Behavior Interventions & Supports
0.25 USBE Credits
This microcredential focuses on targeted (tier 2) and intensive (tier 3) implementation of PBIS, including the critical components of interventions, and successful implementation and evaluation of the impact of those interventions.
To earn this 0.25 credit microcredential you will submit one of the evidence items from the list below to demonstrate your proficiency in implementing tier 2 and tier 3 positive behavior interventions and supports. Your evidence should demonstrate your understanding of the critical components of interventions, and successful implementation and evaluation of the impact of those interventions. You will also complete a short reflection. Click Earn This Microcredential to learn more!
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This will provide an overview of targeted (tier 2) and intensive (tier 3) positive behavior interventions and supports. It will outline the critical components of interventions, and successful implementation and evaluation of the impact of those interventions. Targeted (tier 2) interventions are typically administered in small group settings and delivered in a standard treatment protocol approach. This means that a single intervention or small number of evidence-based interventions are selected to address a common ("predictable") problem. For example, multiple students may engage in defiant behavior in the classroom. As this is a predictable problem, a school may select 2-3 evidence-based interventions that can address defiance. Students exhibiting defiant behaviors may be assigned to an existing intervention (e.g., an existing intervention group) or the classroom teacher may use one of a list of pre-selected strategies for addressing defiance in the classroom.
Intensive (tier 3) interventions are typically more individualized and intensive. Rather than a standard treatment protocol approach, schools will typically use a problem-solving approach in which a team looks at the needs of the individual student and identify an evidence-based intervention that may be most appropriate for that student. It's often, though not always, delivered individually. A Functional Behavior Assessment may be conducted, leading to an individualized Behavior Intervention Plan/Behavior Support Plan.
The difference between a targeted and intensive intervention may be the frequency with which it's delivered, the intensity/individualization of the intervention to student need, and the amount of time the student receives the intervention.
Decisions about maintaining or changing the intervention for both targeted and intensive interventions are based on the student's response to the interventions.
Schools should be able to identify their tier 2 interventions and process for determining tier 3 interventions (including conducting the functional behavioral assessment and behavior intervention plan).
Positive Behavior Interventions and Supports : A framework for teaching students expectations, reinforcing appropriate pro-social behavior, and providing instruction and consequences for errors in behavior.
Multi-Tiered System of Supports: An operational framework of tiered supports for improving academic and behavioral outcomes for all students.
Office Discipline Referrals: A method for tracking students referred to the office as a discipline method.
Fidelity: Implementation of a strategy or intervention as it is intended and with all the components that have been shown to lead to the desired outcomes.
Quail Hollow Junior High is teaching building-wide expectations to students and providing reinforcement for pro-social behavior. They also have a system in place for monitoring office discipline referrals and dealing with student misbehavior. However, there are still many students in the school who are struggling with behavior. For example, one grade level has several students who continue to have issues with fighting, disruption in class, and other behaviors of concern.
The school does not have a good set of interventions that they can utilize to support student and typically their response is to do a special education evaluation. The school would benefit from identifying a standard set of tier 2 interventions and create a team that can identify targeted and intensive interventions for students.
Survey Results: Submit a Tiered Fidelity Inventory (TFI) for tiers 2-3. Additionally, submit a proposed plan for PBIS implementation at tiers 2-3. For example, the action items can include 1-2 behaviors of concern and 2-3 interventions that could be implemented at the tier 2 or tier 3 level.
Candidate's Choice: Submit another type of evidence that demonstrates your effective and consistent implementation of tier 2 and 3 interventions and supports.
Candidates are required to make 1 evidence submission(s).
School Tiered Fidelity Inventory (TFI) is complete, with all elements for tier 2-3 implementation.Plan for PBIS implementation at tiers 2-3 includes, at a minimum, 1-2 behaviors of concern and at least 2-3 interventions that could be implemented at the tier 2 or tier 3 level.
Complete a written description analyzing what they learned about their school's current practices related to positive behavior interventions and supports.
What areas of need does the school have to improve upon to promote positive student behavior. Must also include a description of a plan or action items the school could take to improve their tier 2 and 3 positive behavior interventions and supports implementation.
Includes a thoughtful description of school's needs related to behavior (e.g., location, time of day, type of behavior problems).Includes a proposal of at least 2-3 action items to address those needs at the tier 2 and 3 level.
Intervention Finder app https://www.davis.k12.ut.us/departments/student-family-resources/mtss/intervention-supports Davis School District has developed an intervention finder application that has a curated listed of evidence-based interventions. It pulls from several other sources and organizes interventions at three levels (student, classroom, school-wide) and provides overviews of behavior practices and interventions as well as links to additional resources.
Interventioncentral.com Interventioncentral.com This site includes various evidence-based intervention ideas in academics and behavior with helpful summaries on the research and how to implement the interventions effectively
Least Restrictive Behavior Interventions (LRBI) Technical Assistance Manual https://schools.utah.gov/specialeducation/resources/behavior The Least Restrictive Behavior Interventions (LRBI) manual is a recommended practices technical assistance and a description of required state and federal educational policies/rules for behavior-related services. It oulines targeted and intensive intervention ideas as well as tools for data collection and assessment of instructional strategies related to behavior. It can be found on the website of the Utah State Office of Education (see link).
PBIS.org PBIS.org This is the best source of information on research, practices, and resources related to positive behavior interventions and supports. It is an excellent resource for all things PBIS-related. It is also regularly curated and updated with the latest research, information, and resources available.
PBISworld.com PBISworld.com This site includes many excellent practices, strategies, and ideas for implementation of positive behavior interventions and supports at all 3 tiers of MTSS. Ideas can be categorized by problem behavior as well as tier of support. It also provides information and tools for data tracking.
Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers https://www.pbis.org/common/cms/files/pbisresources/Supporting%20and%20Responding%20to%20Behavior.pdf This document from the office of special education programs outlines what research and practice say are best strategies for organizing and managing a classroom for successful student behavior. It provides elementary and secondary examples and non-examples and links to additional resources for improving classroom management.