Professional Documents
Culture Documents
LRBI New
LRBI New
Tier 2 Tier 1
1. Direct Instruction 2. Home Notes 3. Redirection 4. Supervision 5. Prompting/ Cueing 1. Tracking 2. FOOD DELAY 3. PEER TUTORING 4. Self-Management 5. Work Detail
Tier 3
1. WATER MIST 2. AROMATICS 3. SATIATION 4. STARTLE 5. MANUAL RESTRAINT
CAPS = Need Parental Permission Underlined = Behavior Expert Required CAPS & Underlined = Both are Required
What should the IEP team consider before implementing Tier 2 or Tier 3 interventions?
* Parents need to be notified prior to students being detained, with the time and date of contact documented. * Use of any intensive, individual intervention procedure may result in withdrawal, aggression, crying, whining, or pouting if a high density of positive reinforcement is not provided for appropriate behavior. Any aversive intervention may be construed as abusive by an observer.
! !
Schools with effective PBIS invest in preventing behavioral problems by establishing well-defined expectations and rules. Furthermore they explicitly teach and reinforce appropriate behavior for all students, while consistently correcting behavioral errors and re-teaching behavioral skills.
Tier 1: All Students. Universal preventative and proactive practices implemented school-wide. Tier 2: Some Students. Targeted interventions for students who are risk for behavioral challenges. Tier 3: Few Students. Intensive, intrusive individual interventions for students who have not responded to universal and targeted interventions.
It is important to note that while the three tiers represent a hierarchy, the interventions within each tier are not hierarchical. For example, it is not required that IEP teams start with the first intervention on the list; rather, the intervention is selected based on the needs of each individual student.
When a school uses PBIS, are there consequences for bad behavior?
Consequences for behavioral errors are addressed using a hierarchy of reductive techniques, with consequence levels matched to the severity of the behavior and developmentally appropriate practices followed for student chronological and intellectual development levels.