THE PBIS MECHANISM

Scott, et al., (2010) describes the 3 Tiered PBIS process as a mechanism:

"Thus, in a three-tiered model the process may be conceived of as a school-based evaluation mechanism in which input data consists of existing school-wide assessment and observation to predict when/where/why students will fail. This leads to the development of intervention strategies that are both logical to the problem and realistic to the stakeholders - enhancing both prevention and the necessary consistency of application. Secondary systems then involve gathering identified non-responders placing them back into the machine- which is re-calibrated to predict failures for this smaller group. Tertiary systems involve a third pass through the machine, assessing and planning for those students who have been unresponsive to both primary and secondary interventions. However, at this third level students are entered into the machine one at a time - and the machine is calibrated to predict failure for each individual student. Clearly, this third pass through the machine will be more time consuming and complex, warranting assessment of a more diagnostic manner (e.g., functional behavior assessment)" (pp.517).

The Utah MTSS 3 Tier Document defines the advanced tiers for Proactive School Climate and Structure as:

Tier II - Targeted Supports: Supplemental supports for some students who are in need of behavior support (including social skills instruction and social emotional support) in addition to school-wide plan.

Tier III - Intensive Supports: Individually-responsive supports for students with high-risk behaviors (students may be low- or high performing academically). Requires collaboration with families, specialists, community agencies, medical professionals, and juvenile justice systems, commonly known as wrap-around services. Tier 3 supports do not necessarily equate to special education services and may be provided individually or in a small group format.

Tier II - Who is it designed for?

Designed for students who don’t respond to Tier 1/Universal Supports.
Approximately 10-15% of student population who are at risk for developing severe problem behaviors.

Key Features of Tier 2 Interventions

Similar implementation across students
Continuous availability and quick access
Training of all staff how to make a referral and potentially deliver intervention
Consistency with school wide expectations
Continuous data-based progress monitoring

Tier 3 - Who is it designed for?

Designed for students who don’t respond to Tier 2/Targeted Supports, or due to severity/intensity of need.
Approximately 5% of student population who display severe problem behaviors.

Key Features of Tier 3 Interventions

Designed to meet individual needs
More explicit, more intensive
Duration and intensity is variable based on student need
Often considers functional assessment
Often requires collaboration with outside resources (wrap-around services)
Consistency with school wide expectations
Continuous data-based progress monitoring

Additional Resources:

USOE LRBI Manual - Document

www.pbis.org - Website

What Works Clearinghouse - Website

References

Scott, T.M., Alter,P.J., Rosenberg, M., & Borgmeier, C. (2010).Decision-making in secondary and tertiary interventions of school-wide systems of positive behavior support. Education & Treatment of Children, 33 (4). scottrosenberg2010.pdf

Course Navigation (Bold indicates this page)

1) School Climate Overview: Improving School Climate and Discipline

2) Overview of Positive Behavior Interventions and Support (PBIS)

3) PBIS Tier 1: Universal Supports

Primary Prevention: The 4 Pillars of Tier 1
Tier 1 Behavior Interventions

4) Advanced PBIS: Tiers 2 & 3

5) Evaluating PBIS

6) Culturally Responsive PBIS: Considerations for Language and Cultural Diversity

7) Enhancing School Equity and Discipline

8) PBIS and School-Based Mental Health

9) Integrating Systems of Care: Wrap-Around Services