Tier 3 ... personally tailored assistance for a few
Intensive, Individualized Intervention:
3 questions to guide the intervention planning discussion
Who is experiencing the problem and specifically what is the problem?
- Which students are engaging in the problem behavior?
- Which school personnel are involved?
- What does the problem look like?
- When does it happen?
- Where does it happen?
- How often does it happen, or how long does it last (frequency or duration measurements, record information you can graph to track visually) gather baseline data
- What happens right before the problem behavior?
What intervention strategies can be used to solve the problem or reduce its severity?
Select an evidence based intervention with
- a standardized implementation protocol
- that has been demonstrated to work with students similar to the student you want to help
- that your school resources can support (financially, time commitments, staffing, training etc.) -expensive, impractical interventions won't be used consistently and therefore won't work
Did the problem (or problems) go away or decline in severity as a result of the intervention(s)?
- Monitor the targeted behaviors, tracking the frequency, severity and/or duration of problem behavior consistently over time
- Graph the behavior data and look for patterns
- What effect is the intervention having? Behavior is going in the desired direction, not responding or is going in the wrong direction?
- If the intervention is not working as it should, consider whether it was implemented properly and consistently and whether all involved parties did their part
- Decide whether to continue, increase, fade or replace the intervention, or to re-train participants on their roles
- Incorporate the decided changes and monitor the results
- Continue the cycle until behavior responds