Chapter 6

• What are multi-tiered systems of support?
• Discuss response to intervention and its role in general education and special education.
• Discuss how positive behavior support is implemented at each tier.

1. Good Behavior Game
   GBG is based on the principle of group-oriented contingency and works by dividing the class into teams competing against each other to earn points that result in a reward for the winning team.
2. Multi-tiered system of support
   MTSS is an organized and systematic approach aimed at preventive measures across academics and behavior. This model takes a graduated approach to modifications, accommodations, and interventions, while moving away from reactive and punitive measures.
3. Positive behavior supports
   A tiered approach to prevent problem behaviors by being proactive. A movement of changing behavior at the student level and teacher and staff level.
4. Punishment
   Punishment decreases the probability of the undesired behavior occurring in the future. Punishment occurs following the behavior.
5. Response to intervention
   This is a multi-tiered approach originally developed to assist with identification of special education, ensuring quality academic instruction and data-driven decision-making theory. This is a progressively more individualized approach.

www.rtinetwork.org/learn/what/whatisrti

www.nasponline/resources/factsheets/pbs_fs.aspx

Sugai, G., & Horner, R. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child & Family Behavior Therapy, 24(1–2), 23–50. DOI:10.1300/J019v24n01_03

Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C., et al. (2000). Applying positive behavior support and functional behavior assessment in schools. Journal of Positive Behavior Interventions, 2, 131–143.

It is well documented that academic and behavior problems occur together and that one may lead to the other. As a result of the circular nature of academic and behavior issues, MTSS have been designed to prevent and decrease the occurrence of academic as well as behavioral concerns. The strategic design in the pyramidal approach ensures that best practices are utilized from day one across the school system by educating teachers on evidence-based approaches, and with high levels of fidelity by having an ongoing data-collection system in place. The utilization of a team approach helps to guarantee that agreement occurs at all levels and that multiple people become stakeholders who are each intrinsically invested in the MTSS. If appropriate efforts are invested at the outset, the team approach is utilized, and the school-to-parent communication is transparent. The MTSS traditional k–12 tiered structure is easily adaptable for early childhood. While growing pains may be experienced early on and personnel and parents may have initial resistance, the long-term benefits of not relying on punitive measures, taking time to intervene at multiple levels to varying degrees, and having an individualized approach for the students who are not successful in the first two tiers is worth the investment of both time and energy.