Evaluating School-Level Student Outcomes of a Systematic Tier 2 Framework

Targeted Tier 2 interventions are critical to supporting students with challenging behavior and decreasing the resources associated with highly individualized and intense interventions. This study extends findings from recent single-case design studies and case example applications of the Tier 2 Identification and Intervention framework with the first large-scale evaluation of school-level outcomes following district implementation. We employed a pretest–posttest design within one large urban school district ( N = 23,042 students) to evaluate school-level discipline outcomes for elementary schools who received training and coaching on the Tier 2 framework. Fidelity (i.e., Tiered Fidelity Inventory) and school-level demographics (e.g., poverty status, race) were entered as covariates into the generalized linear models. Results indicated statistically significant decreases in office discipline referrals and in-school suspensions for schools with adequate Tier 2 fidelity. Implications, limitations, and future directions are discussed.

Are Breaks Better? A Comparison of Breaks Are Better to Check-In Check-Out

Identification and validation of effective Tier 2 interventions that address a wide range of student-level factors is critical to the sustainability of positive behavior interventions and supports (PBIS). Within the context of check-in check-out (CICO), function of behavior affects outcomes for many students, especially for those who engage in problem behavior to escape from tasks. Therefore, more research is needed to understand if and how we can support students with escape-maintained behavior. Breaks are Better (BrB) is a modified version of CICO that includes a system for taking breaks. The current research on BrB is limited but promising. The purpose of this study was to compare the effectiveness of CICO to BrB. Using a multitreatment design, we compared the effects of each intervention by measuring problem behavior and academic engagement across five elementary students who engaged in problem behavior to escape from tasks. Overall results were mixed and ranged from strong effects of BrB to no differential effects. However, despite the results, teachers and students consistently rated BrB as being a more preferable intervention. We conclude with limitations and implications for practice.

Tier 2 Behavior Interventions: By the Student, for the Student

Research suggests that students are more invested in behavior interventions when they are involved in the development process. Tier 2 behavior interventions in a positive behavior interventions and supports (PBIS) framework can be tailored to embed student involvement and meet individual student needs. The purpose of this article is threefold. First, it explores the importance of student involvement throughout the development and implementation of behavior interventions. Second, a case is made for embedding student involvement at the Tier 2 level of support. Finally, suggestions and examples are provided to aid educators and practitioners with improving student involvement in implementing several common Tier 2 interventions. Using this model can empower students to take charge of their own interventions, resulting in more meaningful learning experiences.

The Effects of Tier 2 Mathematics Interventions for Students With Mathematics Difficulties: A Meta-Analysis

This meta-analysis examined the effectiveness of supplemental Tier-2 mathematics interventions for students with mathematics difficulties (MD). We reviewed 39 experimental and quasi-experimental studies that included 40 independent samples, with 61 treatment groups. Utilizing robust variance estimation (RVE), results revealed a treatment effect of 0.41. Mixed-effects meta-regression analyses revealed that Tier-2 interventions were moderated by intervention model type, group size, and type of measure. We present recommendations for future research and implementation of mathematics practices.