Overview

The second level of the PBIS framework is Tier 2, sometimes referred to as secondary or targeted prevention. The primary goal of Tier 2 is to reduce the prevalence of challenging behaviors that have not been responsive to the primary practices provided in Tier 1. This is accomplished by providing students with rapid access to evidence-based behavioral practices that are more focused, intensive, and frequent than those available in Tier 1. They are also geared toward small groups of students with similar behavioral needs and provided in the contexts where the problem behaviors are most likely to occur. Tier 2 practices are organized within a system that is coordinated by a team that is competent and fluid in more advanced behavioral practices and incorporate continuous progress monitoring and data-based decision making.

Implementation of Common Tier 2 Interventions

1. CHECK-IN/CHECK-OUT (CICO)

CICO is designed to support students that exhibit mild, but persistent challenging behaviors that frequently have a negative effect on academic progress. After checking in with a designated staff member who has assumed responsibility for morning check-ins, students check in with teachers prior to the start of each class. During this brief check-in, the teacher makes a positive connection with the student and reminds them of the behaviors they are trying to improve. At the end of the class period the student “checks out” with the teacher who provides feedback on the students' behavior during that period using a point system (0, 1, or 2). It is important to keep in mind that CICO is based on providing frequent positive feedback that is specific to each student's needs. The feedback rating sheet is never used to reprimand or punish student behavior. 

Key Steps

1.      Students check-in with an adult at the beginning of each day to be sure they are prepared for class and ready to learn.

2.      Throughout the day, students check in with teachers and receive points on a card (0, 1, or 2) related to how closely they met school-wide behavior expectations.

3.      At the end of the day, students check out with an adult who totals up the points.

4.      If it’s part of the routine, students take their point cards home to share with their parents and the card gets turned in the next morning at check-in. CICO programs without a family component ask students to turn in their cards at check-out.

5.      The cycle repeats itself each day.

2.     SOCIAL SKILLS INTERVENTION GROUPS

Social-emotional competence is a critical area of learning for all students. Social skills intervention groups have proven to be the most effective and efficient Tier 2 approach for providing SEL opportunities to students who require more targeted intervention in this area. There are many well-researched social-emotional learning curricula available to guide educators in efforts in this important area, some of which are listed below under resources. Social skills groups can be lead by a wide variety of school personnel including general and special education teachers, school counselors, and behavior specialists. Links and references for some of these resources are provided below.

Key Steps

The exact sequence for teaching social skills varies somewhat from one curriculum to another, a substantial body of research has identified very similar key instructional components.

1.      Identify the area of skill deficit and a desirable replacement behavior to be taught.

2.     Provide a rationale for teaching the behavior.

3.     Provide direct instruction (e.g., modeling, role-playing learning, rehearsal activities).

4.     Reinforce desirable behavior and provide corrective feedback for misbehavior.

5.     Collect and evaluate data on implementation fidelity and student outcomes.

6.     Promote generalization of desired behavior by assigning practice homework outside of the group setting.

7.     Prompt and re-teach desired behavior. 

3.  SELF-MONITORING

Self-monitoring programs are used to teach students to observe and record their own behavior and can be used in all areas of learning including academic domains. A variety of self-monitoring tools are available to educators. In addition to monitoring protocols, self-monitoring is often used as part of broader intervention packages that include a combination of goal setting and self-evaluation. Self-monitoring is supported by a substantial research base across age groups (including preschool), individuals with and without disabilities, and skill areas. 

Key Steps

1.     Identify target behavior to monitor,

2.     Define the target behavior, 

3.     Collect baseline data, 

4.     Design procedures and create user-friendly materials (consider complementary approaches such as  goal setting and self-evaluation), 

5.     Teach the students to self-monitor using direct instruction, 

6.     Monitor progress across settings, activities, and people, 

Want To Know More?

National PBIS Technical Assistance Center-Tier 2

MO-PBS Tier 2

Skillstreaming Information

SSIS Social Skills Emotional Learning Edition

Second Step Social-Emotional Learning

Gresham, F.M. (2018). Effective interventions for social-emotional learning. New York: Guilford Press.

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