3 Tiered Intervention

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Positive Behavioral Interventions and Supports (PBIS) has been an important systems-wide component in many school districts over the course of the past twenty years. The idea of a three-tiered system for behavior support in schools is not new; Walker et al. proposed the three-tiered idea back in the mid 1990s to address the differing levels of behavior support required for students (Walker et al., 1996). The three tiers include a universal level of behavior support for all students, a more targeted or small group intervention for approximately 15% of students, and an intense, individualized behavior intervention for about 1-5% of students, based on the function of their behavior, which often requires a Functional Behavior Assessment (FBA) …show more content…
System-wide criteria and practices include flowcharts, criteria checklists for eligibility for intervention that is based on data-based decision making, an accessible plan for all staff that include a list of responsibilities, and home-school collaboration. Intervention practices include teaching skills needed to be successful during the intervention, in the general education setting, and at home; strong, positive research support for the effectiveness of the intervention; rewards and what is required in order to earn the rewards; and home-school collaboration, specifically, reviewing school behavior with the student, positive praise, and motivators that can also be given at home in addition to the rewards given at school. Data collection and information sharing includes fidelity of the data and fidelity of the implementation of the intervention, student progress, and the use of a system to keep track of student data. It is important for all of the components to be present in order for the intervention to be effective and demonstrate positive growth for student …show more content…
However, elements of check-in check-out have been used in school districts for decades (cite). Check-in check-out increases the amount of feedback on the student’s behavior through the use of a tracking sheet and meeting with a mentor upon arrival to school and prior to leaving school for the day. The tracking sheet also communicates the student’s behavior to the student’s parents so they are made aware of their student’s behavior at school and can take steps at home to address the student’s behavior at school. The student is also able to receive rewards based on their specific behavior goals that are addressed with their check-in check-out mentor, which includes daily reinforcement, and also potentially weekly reinforcement, depending on the set-up of the check-in check-out
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