The Challenge
Discipline and behavior problems continue to be the primary barrier to providing instruction in public schools and are the topics most often requested for professional development by school staff. This model is based on the assumptions of Positive Behavior Support. That is, this model is intended for schools who have adopted a philosophy of dealing with problem behavior that is preventive rather than reactive, based on acknowledging the positive behavior rather than only acknowledging the negative behavior, and based on the progress of each student.
Tertiary Interventions
The purpose of the Tertiary Interventions project is to develop and validate a model to be implemented by schools that provides the necessary supports for students who engage in the most challenging behavior. This model is intended to extend the services already provided by schools who are implementing a system of School-wide Positive Behavior Support (SWPBS). In addition, this model will validate a process to assist schools in delivering structured interventions and monitoring progress in an efficient manner.The goal of the model is to assist school districts in the development of multidisciplinary technical assistance teams (TAT) that can provide a continuum of assistance to educators in providing educational services for students with challenging behaviors.
The Tiered Model Approach
Research, and practice, has demonstrated that a tiered model of service delivery is an effective way to meet the needs of all students served by the public schools. The tiered model of Positive Behavior Support (PBS) is adapted from the public health research on prevention. The tiered model approach of Positive Behavior Support includes three levels: School-wide, Secondary, and Tertiary.
School-wide Positive Behavior Support (SWPBS) focuses on preventive strategies rather than strategies that consist of consequences that punish the inappropriate behavior. In other words, the goal of SWPBS is to teach students what to do rather than punishing them when they are doing something teachers do not want to see. SWPBS is a systematic approach that assists schools in achieving positive academic and social outcomes and preventing challenging behaviors for all students.
Secondary interventions are used when students need more support or instruction than what is offered by SWPBS. These interventions are additive in nature. That is, students continue to participate in all discipline procedures in place at the school- and class-wide levels as well as participate in more specialized interventions designed to address the specific challenging behaviors of a particular student. Secondary, or targeted, interventions are designed to address academic or social behaviors. Students are referred to secondary interventions when they are not making adequate progress in the areas of social or academic goals.
Tertiary interventions are those developed and put in place for individual students based on the function(s) of the challenging behavior he or she is demonstrating and the lack of appropriate behaviors observed. Typically tertiary interventions are required for only 3-5 percent of students in schools that have active school-wide and secondary systems in place. For example, a school of 250 students might serve 8 to 12 students with the most individualized interventions. Tertiary interventions involves a process of functional behavior assessment (FBA) and a support plan comprised of individualized assessment-based intervention strategies.
