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Tier 2 and Tier 3 Interventions and Supports

Tier 2 and Tier 3 Interventions and Supports. Optional PBIS Coaches Meeting November 15, 2010. 23. Few. Some. All. Continuum of Support for ALL. Anger man. Prob Sol. Ind. play. Adult rel. Attend. Coop play. Peer interac. Label behavior…not people. ESTABLISHING CONTINUUM of SWPBIS.

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Tier 2 and Tier 3 Interventions and Supports

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  1. Tier 2 and Tier 3 Interventions and Supports Optional PBIS Coaches MeetingNovember 15, 2010

  2. 23 Few Some All

  3. Continuum of Support for ALL Anger man. Prob Sol. Ind. play Adult rel. Attend. Coop play Peer interac Label behavior…not people

  4. ESTABLISHING CONTINUUM of SWPBIS • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • TERTIARY PREVENTION ~5% ~15% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • SECONDARY PREVENTION • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement • PRIMARY PREVENTION ~80% of Students

  5. Activity What are you already doing?

  6. Discussion How do you determine when a student needs Tier 2 or Tier 3 levels of support?

  7. Who needs targeted interventions? • Classroom reports • Office referrals • Teacher or Parent request for assistance • Absences • Academic struggles

  8. Targeted InterventionsCritical Features • Intervention is continuously available • Consistent with school-wide expectations • Flexible and function-based • Adequate resources • Student chooses to participate • Continuous monitoring for decision-making

  9. Tier 2 Supports • Daily Progress Report • Check In/Check Out • HUG (Hello, Update, Goodbye) • “Breaks are Better”(Elementary) • Academic Seminar(Secondary) • Social/academic instructional groups • Interdependent group contingencies • Example: The Good Behavior Game

  10. The Good Behavior Game • Recognitions children for displaying appropriate on-task behaviors during instructional times. • Two variations: Earning points for appropriate behaviors and earning points for inappropriate behaviors. The class is divided into at least two teams and a point is given to a team for any inappropriate/ appropriate behavior displayed by one of its members. The team with the fewest number of points at the Game's conclusion each day wins a group recognition. If both teams keep their points below a preset level, then both teams share in the recognition. • Step 1: Decide when to schedule the game. • Step 2: Clearly define the negative or positive behaviors that will be scored during the Game. Big 3 negative= leaving one's seat, talking out, and engaging in disruptive behavior • Step 3: Decide upon suitable daily and (perhaps) weekly recognitions for teams winning the Game.

  11. Tier 3 Supports • Functional Behavior Assessment • Behavior Intervention Plan • Wraparound Services • Family, Friends, Community Supports

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