Tier 2/3 Interventions
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Transcript of Tier 2/3 Interventions
Tier 2/3 Interventions
CPSY 571Jeremy Geschwind
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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
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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….
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0 2 4 6 8 10
LEAST MOST
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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
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More Critical Features…
• Implemented by all staff• Adequate resources (fte?)• Addresses student engagement• Associated with function of misbehavior
and/or demonstrated skill deficits
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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
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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
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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
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Academic Assistance
Beyond differentiation:• Homework club• Peer tutoring groups• Academic behavior skill building• Academic CICO
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For students needing
• Homework help• Study skills / assignment management• Encouragement / success • Additional content support• Organization / time management
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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
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For students needing
• Increase in social status• Movement or activity breaks• Success in the school environment• Skills building
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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
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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
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Individual Support Plan – Tier 3?
• Function-based• Continuum of complexity• Continuum of resources required• Requires practitioners skilled in:
• FBA• Plan management• Implementation fidelity
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Additional Tier 3 supports
• Mental health services• Health services• Parent groups• Community supports• Drug and Alcohol evaluation, services• Delayed Expulsion programs• Alternative Education options
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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”
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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?
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Let’s talk!
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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
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