Journal article
Building From the Bottom Up: The Importance of Tier 1 Supports in the Context of Tier 2 Interventions
Journal of positive behavior interventions, Vol.23(1), pp.53-64
01/01/2021
DOI: 10.1177/1098300720916716
Abstract
School-Wide Positive Behavior Interventions and Supports (SWPBIS) relies on effective implementation of Tier 1 practices to ensure accurate identification of students in need of more intensive supports at Tier 2 or Tier 3. While measures of school-level fidelity are widely used, measures of classroom-level implementation of Tier 1 supports are less common. If classroom levels of Tier 1 supports are variable, schools may identify students for Tier 2 supports when, instead, teachers need support implementing Tier 1 in classrooms. The purpose of this case study was to assess the impact of a self-monitoring intervention, Monitoring Behavior on the Go (MoBeGo), on the academic engagement and disruptive behavior of a middle school student. Initially, the impact of the self-monitoring intervention was inadequate. In the context of evaluating the impact of a Tier 2 intervention, we identified an opportunity to assess whether a class-wide Tier 1 program, Class-Wide Function-Related Intervention Teams (CW-FIT), enhanced the effectiveness of the Tier 2 intervention. Using an A-B-BC-B-BC design, we compared the effectiveness of a Tier 2 intervention alone with a combined Tier 1 + Tier 2 intervention. When the class-wide Tier 1 program was layered on top of the Tier 2 intervention, the student's academic engagement showed an increase in level and stability.
Details
- Title: Subtitle
- Building From the Bottom Up: The Importance of Tier 1 Supports in the Context of Tier 2 Interventions
- Creators
- Alyssa M. Van Camp - Vanderbilt UniversityJoseph H. Wehby - Vanderbilt UniversityBailey A. Copeland - Vanderbilt UniversityAllison L. Bruhn - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Journal of positive behavior interventions, Vol.23(1), pp.53-64
- Publisher
- SAGE Publications
- DOI
- 10.1177/1098300720916716
- ISSN
- 1098-3007
- eISSN
- 1538-4772
- Number of pages
- 12
- Grant note
- R324A160076 / IES research grant; US Department of Education; Institute of Education Sciences (IES)
- Language
- English
- Date published
- 01/01/2021
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371079302771
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