Multi-Tiered Systems of Support On-Line Course: Session 5

Session 5. Behavioral Interventions for Disobedient, Disruptive, Defiant, and Disturbed Students [2 hours, 45 minutes]

Contents and Brief Description

The Importance of Self-Management
The Stages of Data-based Functional Assessment Data-Based Problem Solving
The Seven High-Hit Reasons for Students’ Behavioral Challenges
Selected Tier 2 Interventions to Change Challenging Students:

Increasing Appropriate Behavior

Decreasing Inappropriate Behavior

Controlling Behavior

Final Integration and Summary

There are many reasons why students demonstrate angry, aggressive, and acting out behavior in their schools or classrooms—or anxious, withdrawal, and “checking out” behavior. This Session focuses especially on the Tier 2 (strategic) and Tier 3 (intensive) interventions that schools need to implement to assist challenging students who are demonstrating social, emotional, and/or behavioral challenges in their classrooms or across their schools. In focusing on these interventions, ways to translate the research that typically underlies these interventions into practical and realistic classroom-based strategies is particularly noted.

To get to these interventions, we review the “21^st Century” functional assessment approach through the “Seven High-Hit Reasons” for students’ challenging behavior, and detail how these high-hit reasons align with the specific challenging behaviors and then interventions.

Intensive or crisis-management (Tier 3) interventions will be addressed as those (a) that are similar to Tier 2 interventions, but require more-intensive or more-clinical implementations; and/or (b) that involve a more comprehensive mental health perspective and/or community-based health and mental health partnerships.

The interventions themselves are organized in those that: Increase or Establish New Student Behaviors; Decrease or Eliminate Inappropriate Behaviors; Teach Attention and Engagement Skills; Teach Social, Self-Management, and Self-Control Skills; Increase Student Motivation; and Enhance Peer Engagement/ Initiation and/or Peer Response/Management Skills. Two specific interventions—how to teach students emotional self-regulation or control, and response cost—are discuss in step-by-step implementation detail. This demonstrates the most effective ways to implement and consult with social, emotional, or behavioral interventions.

The Session ends by providing twelve behavioral intervention “rules of thumb” as a summary.

Feature Presentation