Three-tiered prevention model of behavioral supports¶

Theory · All theories
Evidence · no claims cited

Description¶

The guide organizes behavioral support around a three-tiered prevention model in which universal prevention is the first component. As the guide prints it, "The three-tiered model of behavioral supports in-cludes an emphasis on matching the intensity of the intervention to the severity of the behavior problem", spanning primary or universal schoolwide strategies, secondary targeted intervention efforts, and tertiary intensive individual support for students with the most severe problems. Universal programs are considered effective in preventing behavior problems for 80-90 percent of students, and the guide's five recommendations concentrate on tiers below intensive tertiary services.

Design Implications¶

Context¶

Requirements¶

• Emphasis on prevention first, heading off behavior problems through programs that set, encourage, and reinforce positive behavioral expectations for all students
• Matching the intensity of the intervention to the severity of the behavior problem

Constraints¶

• Research on the most intensive tier 3 interventions, often outside the general education classroom, is not the primary focus of the guide

Target Learners¶

• All elementary students, including those needing targeted or intensive behavioral support

Target Learning Objectives¶

• Prevention and reduction of problem behavior across increasing levels of intensity

Claims¶

Related Theories¶

• Response-to-intervention multitiered support model with universal screening and progress monitoring as its assessment components
• Three-level RTI prevention model for identifying learning disabilities

Examples¶

• Positive Behavioral Interventions And Supports
• Multi-Tiered System of Supports (MTSS)
• Positive Behavior Interventions and Supports
• Positive Behavioral Interventions and Supports (PBIS)
• ATI-UP: a preventive, school-wide multi-tiered attendance intervention
• Build shared districtwide and schoolwide responsibility for multilingual learners' attendance through a multitiered approach with a strong foundational tier
• Organize integrated support systems as universal, supplemental, and intensive tiers

Key Sources¶

• Epstein, M., Atkins, M., Cullinan, D., Kutash, K., and Weaver, R. (2008). Reducing Behavior Problems in the Elementary School Classroom: A Practice Guide (NCEE #2008-012). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/PracticeGuide/4 doi:10.1037/e602222011-001