1. Improving the Effectiveness of Tier 2 Interventions
Bob Putnam Ph.D., BCBA-D, LABA

2. Whose on the Webinar Poll
Before We Get Started…
Whose on the Webinar Poll
Teachers
Pupil Personnel
SWPBIS Team Members
Coaches and Trainers
School Administration
District Administration
Other

4. Tier 2 Resources University of Missouri Tier 2 workbook
University of Connecticut Tier 2 workbook

5. Goals
What are the strategies to reduce the use of Tier 2 interventions?
What are the systems to improve Tier 2 interventions?
What data sources should we use to assist in improving
Tier 2 interventions?
What are the overall ways to improve Tier 2 practices?

6. What are the strategies to reduce the use of Tier 2 interventions
Schoolwide
Classwide

7. SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT
Tier 3 -Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
FEW
Tier 2 - Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
SOME
Tier 1 - Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
ALL

8. EMPHASIS ON PREVENTION
Tier 3 - Tertiary Prevention:
Reduce complications, intensity, severity of current cases
6+ referrals
FEW
2-5 referrals
Tier 2 - Secondary Prevention:
Reduce current cases of problem behavior
SOME
Tier 1 - Primary Prevention:
Reduce new cases of
problem behavior
0-1 referral
ALL

9. Referrals per Student 9

10. Supporting Social Skills and Academic Performance
Emphasize:
4 Integrated
Elements
OUTCOMES
Supporting
Staff Behavior
SYSTEMS
DATA
Supporting
Decision
Making
Effective implementation of an evidence-based practice requires four interactive elements that enable continuous monitoring, informed decision making, and continuous self-enhancement:
 Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, and educators.
 Practices: interventions and strategies that are evidence based.
 Data: information that is used to identify status, need for change, and effects of interventions.
 Systems: supports that are needed to enable the accurate and durable implementation of the practices of SWPBS.
PRACTICES
Supporting
Student Behavior 10

11. Essential Features of Tier 2 Interventions
Continuously available
Quickly and easily accessible
Minimal time commitment required from teachers
Required skill sets can be easily learned
Aligned with schoolwide expectations
All personnel are aware of the interventions and their roles within the process
Consistently implemented with most students, but with some flexibility
Matched to the function of the student’s behavior

12. Tier 2 Systems Readiness Checklist

13. Critical Features of Tier 2 Readiness
Tier 1 implemented with fidelity
Tier 1 data reviewed and used
Principal and district commitment to Tier 2
Plan to make faculty aware of Tier 2 alignment and implementation
Tier 2 Team identified
Data system supportive of Tier 2 information
Plan in place to identify interventions

14. Poll…
Tier 1 Fidelity ? NA
30%
50%
70%
80%
90%
Was Tier 2 readiness assessed before beginning?
Yes No

15. Is Tier 1 implemented with fidelity across all settings and effective in your school?

16. Tiered Fidelity Inventory (TFI)
Is Tier 1 implemented with fidelity across all settings and effective in your school?
Tiered Fidelity Inventory (TFI)
Tier 1 subscale: 70%
School-wide Evaluation Tool (SET)
80% school-wide implementation average
Benchmarks of Quality (BoQ)
70% total score
Self-Assessment Survey (SAS)
80% of staff report that School-wide, Classroom,
and Non-classroom systems are in place

17. 05%
20%
11%
22%
84%
58%

18. Are Tier 1 Classroom features implemented and effective in your school?

19. Critical Tier 1 features are in place in classrooms
Classroom Matrix for Activities within the class setting
Routinely teaching and reinforcing classroom procedures
5:1 ratio of positives to correctives
Use of the Class Matrix to Pre-Correct and Redirect
5. Opportunities to respond, effective instruction
6. Use a continuum of strategies prior to delivering an in- class consequence that includes
Proximity, Prompt, Redirect, Re teach, Providing Choice
Of particular importance is making sure that universal classroom practices are in place and operating with a high degree of fidelity.
At tier II, the intent of the interventions are to increase connections to the school, to provide increased rates of practice of skills, and to increase behavioral fluency through the use of acknowledgment. This means that behavioral errors need to be addressed as part of a schools tier I system. In other words, when behavioral errors are noted, the people interacting with the student need to address them. Addressing them adequately means not only having a classroom matrix, but teaching those procedures to the point they are routines, using acknowledgement to help build skills, and using correctives to help provide instruction as opposed to punish.
Please note: the consequence continuum is not sequential. While each action takes more time and energy, the teacher should choose the strategy that is appropriate for the student’s need.
Also note: something like a yellow, red and green card/clothespin continuum is not in place of these strategies. That is a system for tracking minor redirections prior to a larger consequence, such as conferencing with the teacher, change of seat, staying in from recess to complete and assignment, etc.
Within the classroom, correction should focus on skill acquisition and generalization and ultimately encourage the student to self monitor. Clothespin systems, stop lights, demerits, etc are reactive and are not instructional. They provide a frequency count for bad behavior but do not teach nor build fluency around what is expected. This concept is critical because tier II is not increased punishment, but rather increased opportunity to practice and build mastery.

20. Consultation and Coaching
Brief training and coaching to teacher to support her class-wide BSP and instructional practices
Focused on increasing praising, decreasing behavior correction and increasing proactive monitoring.
Taught her ways to change practices and provided graphical feedback
Pre consultation Sept – Feb
Brief training and coaching March – June

21. Office Referral Data (Pre-Consultation)
ABAI 2013
Office Referral Data (Pre-Consultation)

22. Breakdown of ODRs Pre Classroom Consultation
ABAI 2013
Breakdown of ODRs Pre Classroom Consultation
6+ referrals
2.5%
2-5 referrals
30%
0-1 referral
67.5% of Students

23. Teacher Practices

24. Teacher Practices
Praise to BC
1.4 : 1

25. Office Referral Data (Pre-Consultation)
ABAI 2013
Office Referral Data (Pre-Consultation)

26. Office referral Data (Post Classroom Consultation)
ABAI 2013
Office referral Data (Post Classroom Consultation)
Don’t really understand this graph… If we keep it, you’ll have to explain this well during the presentation.

27. Breakdown of ODRs Pre Classroom Consultation
ABAI 2013
Breakdown of ODRs Pre Classroom Consultation
6+ referrals
2.5%
2-5 referrals
30%
0-1 referral
67.5% of Students

28. Breakdown Post CwBSP Implementation
ABAI 2013
Breakdown Post CwBSP Implementation 0%
2-5 referrals
2.5%
0-1 referral
97.5% of Students
This is great!!!

31. Tier 1 systems effectively support the majority of students.
85% or more of students in the 0-1 ODR range or under 1 ODR per day/100 students

32. Have the right Tier 2 Behavior Systems Team members been identified?

33. Tier 2 Systems Team Team Membership: Team Procedures
Behavioral expertise
Administrative authority
Student knowledge and contact
Familiarity with school operations and policy
Team Procedures
Meets at least monthly
Agenda and minutes
Defined roles
Review of data (systems, interventions, and treatment integrity)
Action plan

34. Tier 2 Team
Responsible for the overall management of the system of support for Tier 2 students and teachers.
Provides regular data to classroom teachers
Serves as problem solving team for students who do not respond to classroom interventions
Develops targeted interventions that are continuously available
Matches student need with appropriate targeted intervention
Connects targeted interventions with school-wide expectations
Communicates about interventions with faculty and staff
Monitors implementation of targeted interventions and student response to intervention
Reviews data to recommend future action

35. Are the right students being identified for Tier 2 supports?

36. Identify Students for Tier 2: ODR
Tier 2 will not be enough for students who exhibit the most serious problems
Appropriate
(Tier 1 + Tier 2)
Low-level problem behavior (not severe)
2-5 referrals
Screening data
Behavior occurs across multiple locations
Inappropriate
Serious or violent behaviors/infractions
Extreme chronic behavior (6+ referrals)
Require more individualized support
Full FBA
Wraparound services

37. Identify Students for Tier 2: Teacher Nomination
Teacher Nomination for Assistance
Short/simple
Designed for quick response
Identifies internalizing & externalizing ?
Allows for early identification?
One way to find at risk students is a teacher nomination process.
Most of the schools we work with have some type of nomination or referral process in place.
However, for a variety of reasons teachers are more likely to refer students for academic concerns than for behavior.
In addition, if a student is referred for a behavior concern typically it is students with externalizing concerns who are nominated

38. Identifying Students for Tier 2: Screening
Screen for internalizing problems
Anxiety
Depression
Screening should be brief and easily accessible
Screen school-wide (3x/year) or when trying to make Tier 2 decisions
Suggested screening measures
SAEBRS
Student Risk Screening Scale
Strengths and Difficulties Questionaire

41. Poll…
Tier 2 Fidelity ? NA
30%
50%
70%
80%
90%

42. Questions??

43. What are the overall ways to improve Tier 2 practices?

44. Common Tier 2 Interventions
Check-In, Check Out (Behavior Education Program)
Check and Connect Student Engagement Model
Social Skills Intervention Groups
First Step to Success
Academic Instructional Groups
Academic Accommodations
Student Self Management

45. Identify Function and Context to Select the Intervention
Was the primary problem behavior identified correctly? ▶ Is the intervention aligned with the function of the student’s behavior? ▶ Are there other functions to consider?

46. Does the intervention address what the student needs?
The intervention should be an appropriate match to what the student needs
Problem behavior
Skill building
Academic skills
Must be effective
and efficient!
Match the intervention to the function of the student behavior

47. Identify Function: Conduct a Brief FBA
Use data to identify patterns in behavior
Conduct a FACTS interview with teachers and staff to identify function of behavior
Observe student in setting
Identify function of behavior(s) and readjust classroom practices as necessary

48. Check In/Check Out (CICO)
Students most likely to benefit:
Demonstrate low level disruptions such as talking out, talking back, off-task, or out of seat behaviors
Who enjoy positive adult attention
Can be modified to serve students with
Escape motivated behavior
Internalizers

49. Change Reinforcement: Assess Student Preference
Increase motivation, change the reinforcement
Conduct a preference assessment
Ask: What is the payoff for the student for following expectations?

50. Provide More Frequent Feedback
Implement additional feedback session with the intervention facilitator
Allow for more frequent interactions between the student and his/her teachers

51. Individualize the Feedback Procedure: CICO
Allow the student to select the adult with whom he or she will regularly meet to review progress
Allow the student to use alternative ways to contact the adult that will monitor his or her progress (e.g. , notes, etc.)

52. Individualize the Feedback Procedure: CICO
Peer Attention: Provide peer attention for meeting expectations
Check out with a friend
Sit with friend(s) at lunch
Brief free time with friend at end of class

53. Feedback: Social Skills Intervention
Manipulate antecedent conditions
Precorrect to have positive interaction
Example: Cue cards taped to the student’s desk
Manipulate consequence conditions
Provide high doses of recognition for demonstration of appropriate behavior
Ignore demonstration of inappropriate behavior

54. The systems are all in place, but students are not responding to Tier 2 interventions?!

55. Questionable / Poor response Tier 2 Intervention
Assess fidelity of implementation
Results from research indicate a majority (i.e., 60-75%) of students will show a positive response to the CICO intervention when it is implemented with fidelity (i.e., daily check-in, regular teacher feedback, daily check-out, data collection and monitoring, parent participation and feedback)

56. Was CICO implemented with fidelity?
Student checks in every day
Teacher provides specific performance feedback at each time period
Student checks out every day
Parent provides specific performance feedback at home
Student receives reinforcement consistently for meeting daily goals
Data are used for decision-making
Is CICO implemented with fidelity across all students who use it?

57. Check fidelity of CICO implementation
CICO Coordinator
School resources for CICO
Documentation of CICO processes
Administrator on CICO team
90% of students in CICO check-in and check-out daily
90% of students in CICO receive reinforcement and feedback
75% of students in CICO receive feedback from parents
DPR data is entered daily
CICO data used for decision-making
Are the CICO systems in place and implemented with fidelity?

58. Treatment Integrity: Social Skills Interventions
Link to school-wide skills / behaviors
Instructor trained
Instructor follows lesson plan and includes necessary materials
Dosage and frequency are followed
Group is managed– Modeling, Role Play, Coaching, Behavioral Rehearsal, Feedback, Reinforcement
Instructor provides adequate and effective instruction
Curriculum includes plan for generalization
Use this guide to go through now an Intervention Plan for Social Skills

59. Check Treatment Integrity: Self Monitoring
Target behavior accurately identified and defined
Student follows when and where he/she will self-monitor
Student taught how to self-monitor
Intervention coordinator identified and fulfills role
Teachers are involved
Students review their own data weekly

60. Modify the intervention based on a particular area.
Review Progress Monitoring Data: Problem solve through DPR analyses (CICO)
Analyze the daily progress report (DPR) data to identify patterns across…
Behavioral Expectations: What expectations are they consistently having difficulty following?
Time of day: When are they having the most difficulty following expectations?
Modify the intervention based on a particular area.

61. Daily Progress Report: Daniel
11/30/16
Middle/high school 8 7 8 7 4 6 7 51 47

62. Daily Progress Report: Daniel
12/1/16
Middle/high school 8 6 7 2 7 4 7 8 51 49

63. Daily Progress Report: Daniel
12/2/16
Middle/high school 8 8 6 1 7 7 4 7 51 48

64. Daily Progress Report: Samantha
CICO Form
Name: Samantha Date: 12/02/15
2 = great 1 = OK 0= hard time
Safe
Responsible
Respectful
Check In
Before
Recess
Lunch
After Recess
Check Out
Today’s goal: 24
Today’s total points: 21
Comments:

65. What would be a reasonable goal for Samantha at this time?
45%
Goal: 80%

66. Reconsider the Goal
If the student is not reaching his/her goal, maybe it is not attainable at this time
Readjust to allow student to succeed
Gradually increase the goal based on analysis of DPR and ODR data

67. Tier 2 Lessons Learned Effectiveness of Tier 2 is dependent upon…
High quality implementation of Tier 1 school-wide
Implementation of Tier 1 in the classroom
Fewer students in Tier 2 (more in Tier 1)
Evidence based interventions implemented with integrity
Efficient and effective for all
Socially accepted
Data-based decision making
Match intervention to function / student need
Ambitious, yet attainable goals

69. Tier 2 Resources University of Missouri Tier 2 workbook
University of Connecticut Tier 2 workbook