1. Classroom Tier 2 Interventions
Presented by Cheryl Glad

2. Pick the Right Tier If many students are making the same mistake
Think Green Zone
Small groups of students making the same mistake
Think Yellow Zone
A few students all making different mistakes or
A few students with significant behavior problems
Think Red Zone

3. Positive pre-intervention conditions (Solid Core- Green Zone)
Focus on prevention
Educational approach to behavior
Clear 3-5 expectations
Expectations are taught, re-taught and reinforced
Clear system for dealing with violations
Active supervision used in all areas
Positive pre-intervention conditions (Solid Core- Green Zone)

4. Prerequisite Conditions: Tier 2 Checklist
Read each item on the checklist…Think about the classrooms in your school.
Is the Tier 1 Process in place?

5. Training Ourselves
Training staff to “catch them being good” will be essential to implementing effective support
Emphasis on reinforcing expected behavior rather than waiting to punish, reprimand or timeout inappropriate behavior is critical

6. Specific and Contingent Feedback
Feedback should be…
…contingent: occur immediately following desired behavior
…specific: tell learner exactly what they are doing correctly and continue to do in the future
“Good job” (not very specific)
“I like how you are showing me active listening by having quiet hands and feet and eyes on me” (specific)

7. Group Contingencies Can range from a small group of students…
Up to the whole building
Contingencies are designed so that peers will encourage positive behavior

8. Group Contingencies Three types: “All for one”
(All student’s behavior in the group earns reward for the group)
“One for all”
(One student’s behavior earns reward for group)
“To each his/her own” (Independent groups earn rewards for the group based on member’s behavior)

9. Group Contingencies 5 points-1 move on our class game
Class Dojo Rewards:
5 points-1 move on our class game
10 points- 2 moves on our class game
15 points-3 moves on our class game
20 Points-4 moves on our class game
35 points- 5 moves on our class game
40 points-6 moves on our class game
45 points-7 moves on our class game
50 points-8 moves on our class game
Group Contingencies

10. Novelty is reinforcing…
Mystery Motivator

11. Why use a Mystery Motivator
Increase anticipation and variety of the selected reinforcers
Reduce the opportunities to “deny” or downplay a known, single reinforcer

12. Setting up a Mystery Motivator
Prepare a menu of reinforcers using student input and observation
Pick one without letting the class know which one
Place its name in a sealed envelope
Set up the criteria that allows opening the envelope and receiving the reward
Generate anticipation and mystery regarding the contents of the envelope
At the end of the interval, if the criteria is met, someone opens the envelope and the reward is given out

13. Do Mystery Motivators work with older students?
I think they might…

14. A variation on lotteries and raffles
The Red Green Show

15. The Red Green Show Variant of the behavior lottery
Class-wide reinforcement program
Reduces peer reinforcement of misbehavior
Increases teacher attention on positive behaviors

16. The Red Green Show…Backstage
Select tokens and clear container, i.e., game chips, marbles, slips of paper, etc., 2 different colors!
Complete reinforcer menu with student input
Decide when and how often drawings will be happen
Set-up, practice, and rehearse classroom rules/target behaviors

17. The Red Green Show…Opening Night
Appropriate behavior earns a green token, which goes in the container
Inappropriate behavior earns a red token in the container
Draw a token from the container at the end of the time period
Reward the group if a green token is chosen, or withhold reinforcement from the group if a red token is drawn

18. Good Behavior Game Basics Two teams
Teacher specifies and records misbehaviors
Team with fewest misbehaviors wins some reward for the day
Data
Over 35 published studies
IT WORKS!
Mostly grades K-8 but some examples in HS and with adults.

19. Yellow Zone Interventions
Intervention is continuously available
Rapid access to intervention (72 hr)
Low effort by teachers
Positive system of support
Students agree to participate
Implemented by all staff/faculty in a school
Adequate resources allocated (admin, team)
Continuous monitoring for decision making

20. Guiding Questions For Tier 2 Interventions

21. 1. Based on data identify those students who are not meeting social behavior targets
What is the specific time period of the data being reviewed?
Have you reviewed the best data to tell the story about students in your class?
Which data decision rules were used to consider students for Tier 2 support?
Do data appear accurate? Do you need to tighten up accuracy of data collection?
Is everyone collecting and documenting similar behavioral incidents?
Who are the students who have met at least on data decision rule? (List names of students)

22. 2. Discuss and match students with similar problem behaviors (form targeted groups)
Which of the 2 common problem behaviors does each student display (minor disruption or noncompliance)?
If there is not a perfect match, which is the closest?

23. 3.What function (get/avoid) do the data suggest is associated with student problem behavior?
Do students want adult attention (HINT: Teacher redirects and corrections are adult attention too).
Do students want peer attention?
Do students get a favorite item or activity?
Do students avoid doing work?
Do students avoid adults?
Do students avoid peers?
What data support this conclusion?
No data? Consider doing a Functional Assessment Checklist for Teachers (Appendix H)

24. 4. Decide intervention to meet the function of the behavior for the students.
What can be done to prevent the disruptive behavior?
What skills should be taught first?
What can you do to minimize the payoff of the problem behavior?
How can you recognize students for displaying the expected behavior?

25. Tier 2 Classroom Support
Students with 2 – 5 major ODRs (or repeated minor behaviors) within a year need additional support.
Check in/out or Behavior Education Program (BEP)
Check and Connect
Targeted social skills training
Academic Support
Peer based tutoring
Behavioral contracting
The extra supports may be given by any staff member. Typically staff members with some expertise in social and behavioral issues may help with yellow zone supports.
These students receive all supports available to all students with universal supports.

26. Check In/Check Out
The CICO process will provide systematic performance feedback for students who have been identified as needing Tier 2 support. This intervention is most appropriate for students who seek or enjoy adult attention.
This intervention also provides a positive communication link between home and school.
The intervention sets students up for success each morning and can be faded to develop student self-management.

27. Check and Connect
This intervention is designed to enhance student engagement and foster school completion with academic and social competence.
The intervention is implemented by a trained mentor (s).
The mentor (s) checks on students daily assessing their engagement with school and learning through close monitoring of their attendance, behavior and grades.
The mentor (s) connects with students, offering targeted and/or individualized intervention (based on degree of disengagement) in partnership with school personnel, families, and community service providers.

28. Social Skills Groups
Social skills group will provide specific social skills training/instruction, based on the student’s identified function of behavior.
Replacement social skill behaviors identified will be taught and practiced.
Student performance of skills must be acknowledged by all participating adults.
If the school chooses to use a commercial social skills curriculum, it will be important to tie specific skills to the school-wide expectations (e.g. safe, respectful, responsible).

29. Recommended Programs Goldstein: Skillstreaming
Goldstein and Glick: Aggression Replacement Training
Walker: The Walker Social Skills Curriculum
Knoff: Achieve
Botvin: Life Skills Training

30. Recommended Programs Rhode:The Tough Kid series
Reavis: Best Practices; behavioral and educational strategies for teachers
Sprick: Interventions; collaborative planning for students at-risk
Guzzo: Second Step (K-8th grade)

31. Academic Supports
Remember learning concerns must be ruled out as the cause of inappropriate behavior.
Differentiating by content, process and product is part of Tier 1 prevention.
Independent work must be at the student’s current level of performance for a student with academic skill deficits to prevent problem behavior.

32. Other considerations…
An intervention is something that can be monitored and evaluated for progress and making decisions.
A behavior intervention needs to match the function of the behavior.
Communication with all participating in the intervention is critical… don’t forget the student!

33. www.pbisworld.com Teacher’s Encyclopedia of Behavior Management
Resources
Teacher’s Encyclopedia of Behavior Management
The Behavior Management Toolkit
Behavioral Response to Intervention

34. Next Up- Overview of Classroom Tier 3