Data-Based Individualization
Using Data to Intensify
Behavioral Interventions
for Individual Students
Lee Kern and Joseph H. Wehby
Isaac, the fictional student described in
this article, had a history of behavior
problems that became more intensive
and frequent after he began middle
school. This article describes how his
teachers began instruction at Tier 1 of a
response-to-intervention model of
school-wide behavior interventions,
which proved insufficient for addressing
his behavior problems. His teachers
proceeded through several interventions
in Tier 2, which provided insufficient
suppori. Isaac was then moved to a Tier
3 intervention, which proved successful.
o
Q The ariicle shows how school staff^and
Isaac's mother—developed an intensive
and individualized Intervention plan
based on the results of a functional
behavioral assessment.
Isaac is a 12-year-old boy enrolled in
a. the seventh grade at Highland Middle
Ô School. Isaac lives with his mother,
who is a single parent, and three
younger sibhngs. His siblings range in
age from 3 to 8 years old. Isaac has
exhibited problem behavior throughout
his school history; however, the
frequency and intensity escalated
during the current school year. In
February, he was evaluated and met
S criteria for an emotional/behavioral
disorder (EBD). He is fully included in
I general education throughout his
school day, but receives special
education one period daily.
S School records indicate that
beginning in kindergarten, Isaac has
had difficulties getting along with his
peers. Throughout elementary school,
his teachers consistently reported that
he did not seem to have close friends
and usually played alone during lunch
and recess. At times, his difficulties
with peers escalated to heated
arguments and aggression.
Isaac's problem behaviors were not
limited to social situations. His school
files document that Isaac appeared to
get easily frustrated when given certain
academic assignments, refusing to
complete his work and causing
disruptions in the classroom, such as
making sarcastic or disrespectful
comments or destroying materials. For
instance, he frequently scribbled on or
tore up his assignments. In addition,
records of several office disciplinary
referrals (ODRs) indicate he once tore
pages out of his math book when he
could not complete the assignment and
he broke a tablet in class when he
could not answer quiz questions.
Isaac's transition to middle school
during the current academic year
appears to have been difficult, and
problem behaviors increased such that
he was found eligible for a diagnosis of
EBD. His teachers reported extreme
difficulties with peers, indicating that
Isaac did not seem to have any friends.
Further, Isaac expressed concerns to his
teachers that none of his classmates
liked him and they were always picking
on him. He has had two fistfights with
peers this year alone. In addition, his
TEACHING EXCEPTIONAL CHILDREN |
difficulties with academic work quickly
escalated. He frequently showed up to
class without any materials and often
refused to participate in classroom
activities. Further, despite recent
standardized tests scores indicating
average performance in all subjects,
"Highland High
Five Expectations"
are Be Ready, Be
Responsible, Be Respectful,
Be Safe, and Be Kind.
with math slightly below grade level,
he received failing grades in three of
four core academic subjects. Because of
Isaac's difficulties throughout the
current school year, he proceeded
through Highland Middle School's tiered
intervention system (see Figure 1).
This article details his interventions
and progress through the tiers.
Tier 1 Intervention
Highland Middle School has
implemented School-Wide Positive
Behavior Support (SWPBS; Sugai et al.,
2000) for 3 years. Data collected using
the School-Wide Evaluation Tool
(Horner et al, 2004) indicated that Tier
1 intervention has been implemented
with 80% or higher integrity for the
past 2 years, suggesting the requisite
Tier 1 features are in place to yield
MARCH/APRIL 2014 45
Figure 1 . Model for Tier 2 and Tier 3 Intervention Progression receive if they disregard the behavioral
expectations. Consequences range from
reminders of the expectations for minor
Progressive
Monitoring infractions to ODR, which students
Tools could receive for severe violations.
CICO The school has a seven-member
CICO Card school-wide behavior support team,
consisting of the school principal, the
Non-Responders behavior specialist, the special
education teacher, the school
counselor, and three general education
Does student need Does student have Does student have teachers. The team meets weekly,
additional academic social skills
mentoring? problems? problems?
during which time members examine
ODR data to evaluate (a) overall
frequency, (b) problematic settings,
CICO with... CICO with... CICO with... (c) proportionality with respect to
» Choice of mentor ' Priming • Social goals related to Modified ethnicity and gender, and (d) students
» Greater frequency > Academic monitoring social skills group and
' Academic goals CICO Card
» Student initiated contact
» Tier 2 academic
school wide expectations
who have received repeated referrals.
During the December data review, the
team noted that Isaac had received one
Non-Responders ODR in October for disruption in the
classroom, one in November for
• FBA and linked iehavior Inierventi on Plan
engaging in a heated argument with a
•
•
Intensive social group (if needed)
Evaluation
peer in class, and two in December,
• Cognitive Behav oral Therapy (if necded) one for classroom disruption and
• Wraparound Direct
another for shoving a peer at lunch.
Behavior
The high overall number of referrals,
Rating
coupled with the increasing trend,
alerted the team that Isaac was not
responding to Tier 1 intervention and
Note: CICO = Check In Check Out; FBA = functional behavior assessment. needed more intensive support. Thus,
he was referred for Tier 2 intervention.
student responsiveness. Tier 1 of the 10 students are drawn who can partake
SWPBS system, used with all students in a pizza party. In addition, the names
in the school, relies on the "Highland of students who earn three or more
Tier 2 Intervention
High Five Expectations." These tickets in a week are entered into a
expectations are Be Ready, Be pool for a large prize (e.g., iPod, bike) Check In Check Out (CICO; Hawken,
Responsible, Be Respectful, Be Safe, awarded each semester. Pettersson, Mootz, Anderson, & Watkins,
and Be Kind. Before the school year 200S) served as the Tier 2 intervention
began, teachers learned operational platform at Highland Middle School (see
definitions of each expectation; and Tier 1 procedures included Figure 1). In a recent review of Tier 2
students were taught the expectations instructing all students in interventions, Mitchell, Stormont, and
at the start of the school year. The Gage (2011) found CICO to be the most
the school's expectations, frequently used, with positive outcomes
instruction included providing the
students with specific definitions of providing a systematic demonstrated in numerous studies, both
expected behavior to accompany each reward system for meeting single-subject and group design. For
expectation along with examples students at Highland receiving Tier 2
them, and explaining CICO, adherence to each of the High
relevant to various settings within and
adjacent to the school (e.g., cafeteria, consequences for not Five expectations was individually
pod, bus stop). Further, as ongoing meeting them. monitored each class period. A 3-point
reminders, the expectations are posted scale was used for monitoring with a
in every classroom, in school hallways, The Highland High Five Expectation score of 0 corresponding to "not yet,"
and on student homework binders. system also delineates a continuum of 1 indicating "making progress," and
Teachers often distribute High Five consequences for failing to adhere to 2 indicating "excellent" (see Figure 2).
tickets to students who are seen expectations. At the beginning of the In addition, students "checked in" on
following expectations. Student school year, teachers specifically define arrival at school and "checked out" at
High Five tickets are entered into a behavior that constitutes infractions— the end of the school day with a
lottery, and each week the names of and what consequences students could designated staff member.

46 COUNCIL FOR EXCEPTIONAL CHILDREN

 Before initiating CICO, the school Figure 2 . Isaac's Tier .2 Check In Check Out Monitoring Card
staff routinely collect baseline data for
comparison purposes, to evaluate CHECK IN CHECK OUT

whether students are responsive to Tier Student: Isaac W e e k of: January 3

2 (CICO), once it is implemented.
Thus, each of Isaac's teachers indicated GOALS Period 1 Period 2 Period 3 Period 4 Perioc15 Perioc 6 Period 7
whether he followed the school-wide
expectations by rating his behavior at Be Ready 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 t 2 0 1 2
the end of the class period on the 0-2
Be Responsible 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2
CICO scale. After 1 week the team
reviewed the data, which showed that
Be Respectful 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2
on his best day Isaac earned only 40 of
the 70 (57%) possible points (see Be Safe 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2
Figure 3, Baseline). These data
provided sufficient evidence that Isaac Be Kind 0 1 2 0 1 2 0 1 2 0 t 2 0 1 2 0 1 2 0 1 2
needed additional support, so the team
TOTAL
moved forward with intervention.
POINTS
During Tier 2 intervention, each EARNED
morning Isaac checked in with his
school counselor, Ms. Castro. Ms. Figure 3. Percentage of Check In Check Out Points Earned During
Castro collected his CICO card from the Tier 2 and Tier 2 Intensified Intervention With Isaac
previous day, signed by Isaac's mother.
Then she provided him with his CICO Tier 2 Intervention: CICO Tier 2 Intensified: Individualized Goals
card for that day and reviewed the
High Five expectations with him. At
the end of each of his seven class
periods, Isaac's teachers assigned
points of 0, 1, or 2, depending on how
well Isaac followed each expectation.
The teachers discussed the assigned
score with Isaac, complimenting
him for behaviors that adhered to
expectations and suggesting ways he
could improve his behavior. At the end
of each school day, Isaac checked out
with Ms. Castro, who summarized the
scores from each class and provided
additional feedback on classes that
went well and specific expectations
that needed improvement.
To provide ample time for Isaac to
respond to the frequent feedback Isaac continued to engage In serious team reviewed Isaac's ODR and CICO
provided by CICO, the behavior support problem behavior (reflected by an ODR data to get a better idea of the speciflc
team decided to wait 3 weeks to review for flghting); and his daily CICO points problems he was having and to
the data and evaluate Isaac's earned were neither high nor trending in determine the areas in which it would
responsiveness to the intervention. After a direction that would suggest sufflcient be most beneflcial to intensify
3 weeks of CICO implementation, the support was in place. Therefore, they intervention. Data from the flve ODRs
team reviewed his ODRs and CICO concluded that an intensifled Tier 2 he received during the current school
points earned daily. Although Isaac intervention was needed. year indicated that three incidents
received only one ODR in January involved disruptive or disrespectful
(a decrease from the previous month), behavior in the classroom and initially
he frequently received only 0 or 1 point
Tier 2 Intensify
began with Isaac's refusal to participate
in core academic classes; and the data The team used data-based or follow directions. The other two
indicated only slight improvement over individualization to intensify Tier 2 incidents pertained to peer problems,
time (see Figure 3, Tier 2 Intervention). intervention based on individual one involving an argument with loud
The team concluded that although student need (Figure 1). To begin, and prolonged screaming at a peer and
problem behavior was less frequent. the school-wide behavior support the other involving Isaac and a

TEACHING EXCEPTIONAL CHILDREN | MARCH/APRIL 2014 47

classmate shoving one another.
Teachers had not observed the start of
these problematic interactions and were
unable to determine how they began.
The team also reviewed data from
Isaac's CICO cards from the previous
3 weeks (baseline and Tier 2). The
data indicated that he frequently
received 0 or 1 point for the
expectation "Be Kind," and point
losses occurred across all classes.
This definition accompanying this
expectation focused primarily on peer
interactions. In addition, he also
frequently lost points for the
expectations "Be Ready" and
"Be Responsible." In the classroom
setting. Be Ready referred to being on
time to class and having the required
materials, whereas Be Responsible
pertained to completing assigned
classwork and homework. During
informal discussions, Isaac's teachers
noted similar problems in their
classrooms despite collective
agreement that they were all following
the school expectations with respect to
rewards and contingencies for Isaac's
behavior.
The final step that Highland Middle
School used to determine how to
intensify intervention was to hold a
meeting to speculate about possible
reasons for problem behavior and
consider potentially effective
interventions. The school-wide team
invited all of Isaac's teachers to the
meeting, but sent special requests for
participation to his language arts,
math, and science teachers—subjects
in which he appeared to struggle the
most. Eive of Isaac's teachers came to
the meeting. After reviewing the data
and discussing specific incidents of
problem behavior, the teachers and
support team agreed that there were
two major issues that resulted in
problem behavior. Many of Isaac's
problem behaviors could be attributed
to his poor social skills, including his
belief that his peers did not like him
and were frequently trying to provoke
him. In addition, Isaac's teachers noted
that although he was always on time to
class, he often came without all of his
materials, completed only classwork
that he found easy, and frequently
failed to turn in homework
assignments.
Based on the collective data and
teacher input, the team agreed that
Isaac had both academic and social
skills problems. They opted to
intensify intervention in two ways
(see Eigure 1). Eirst, Isaac joined an
ongoing social-skills group conducted
by the school counselor. Miss Jarvis.
Review studies indicate social-skills
groups represent a common type of
Tier 2 intervention (Mitchell et al.,
2011), and research and comprehensive
reviews provide support for their
effectiveness (Cook et al., 2008;
Gresham, Bao Van, & Cook, 2006;
Lane et al., 2003). Isaac's group
included six students, all with peer
interaction problems, and focused on
strategies to enhance friendships and
respond appropriately to negative peer
comments and interactions. In
addition, CICO was intensified by
adding additional and individualized
goals that specifically targeted Isaac's
difficulties. The additional goals Figure 4. Isaac's Tier 2 Intensive Check In Check Out Monitering Sheet
included "Bring Materials to Class,"
"Complete Homework," and "Complete CHECK IN CHECK. O U T PLUS
Class Assignments," An additional Student: Isaac Week of: January 24
social-skills goal stated "Interact
Appropriately with Classmates" GOALS Period 1 Period 2 Perio(i 3 Perioc 4 Period 5 Perioi16 Periot17
(see Figure 4),
The Tier 2 intensified infervention Be Ready 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2
remained in place for 3 additional Bring Materials
weeks, after which time the school- to class 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2
wide team again reviews Isaac's data.
Although the intervention appeared Be Responsible 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2
promising during the first week of Complete
implementation, according to CICO Homework 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2
points earned (Figure 1), Isaac's
Complete Class
progress did not maintain. He Assignments 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2
continued to earn only half of all
possible CICO points for the school- Be Respectful 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2
wide expectations, with frequent scores
of 0 out of 3 possible points for the Be Safe 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2
added goals. In addition, he received
another ODR in the first week of Be Kind 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2
February because of an escalating Interact
argument in the classroom with a peer. appropriately 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2
During the 3-week review, the team with classmates
agreed that Isaac was not responding TOTAL
to Tier 2 intensified intervention and POINTS
determined that Tier 3 intervention EARNED
was warranted.
develop an individualized support issues that might set the occasion for
plan and follow Isaac's progress across problem behavior (Kern, O'Neill, &
Tier 3 intervention
time. In addition to Isaac's mother and Starosta, 2005), In addition to
As noted, because of the intensity and the school principal, Mr. Jackson interviews, the team conducted direct
nature of Isaac's behavior problems, invited Isaac's language arts, math, observations across 2 weeks at various
including problems maintaining and science teachers to become part of times throughout the day until Isaac
satisfying interpersonal relationships Isaac's team. The CICO coordinator, was observed at least twice in each of
with peers, as well as his failure to Ms, Castro, and the school counselor.
make progress academically, the Miss Jarvis, also requested to be team
special education teacher suggested members. Finally, the coordinator of Tier 2 involves students in
that he met the IDEA definition for the school-wide positive behavior the Check In Check Out
"emotional disturbance," The school- support team opted to join. process, which includes
based team also believed that his Consistent with the school's tiered
nonresponsiveness to Tiers 1 and intervention model. Tier 3 was initiated regular monitoring
2 interventions indicated he might by obtaining parent permission to of behavior, including
benefit from special education conduct a diagnostic assessment in parental review of
services. Indeed, during a the form of a funcfional behavioral
multidisciplinary team meeting, with assessment (FBA), Structured points earned.
the input from the entire team, Isaac interviews were conducted with Isaac's
was found eligible for special mother, as well as his language arts, his classes and during nonacademic
educafion under the category mathematics, and science teachers. periods (e,g,, lunch, social-skills
"emotional disturbance," This The interviews were designed to obtain group). Finally, the team conducted
identification coincided with the information about the events that a record review.
initiation of Tier 3 intervention, which preceded or "triggered" problem After the team completed the
the special education teacher, Mr, behavior (antecedents) ; the events that assessment activities, Mr, Jackson
Jackson, coordinated. The first step in followed problem behavior and might summarized the data to identify
the process was to convene a student- somehow reinforce the behavior themes, consistencies, and important
centered behavior support team to (consequences) ; and broad, lifestyle issues that would allow the team to

TEACHING EXCEPTIONAL CHILDREN | MARCH/APRIL 2014 49

Figure 5. Isaac's Weekly Binder Checklist for Organixational Skills

Name: Isaac
Binder Checklist
Dates
^1
1. I have the correct hinders for today.

2. My binders have no loose papers.

3. I have my planner.

4. My planner has no ioose papers.

5. There is a piace in mv binder for incomplete assignments.

6. There is a place in my binder for completed assignments.

7. There is a place in my binder for all other papers, such as notes,

handouts, graded assignments.

8. There is a place to record long term assignments.

Figure 6. Isaac's Self-Monitoring Checklist for Use of Social Skills Outside of Group

MY SELF-MONITORING CHECKLIST

DATE:

8:00-9:00 I had a peer problem yes no I used a strategy to successfully resolve the problem yes no

9:00-10:00 I had a peer problem yes no I used a strategy to successfully resolve the problem yes no

10:00-11:00 I had a peer problem yes no I used a strategy to successfully resolve the problem yes no

11:00-12:00 I had a peer problem yes no I used a strategy to successfully resolve the problem yes no

12:00-1:00 I had a peer problem yes no 1 used a strategy to successfully resolve the problem yes no

1:00-2:00 I had a peer problem yes no I used a strategy to successfully resoive the problem yes no

2:00-3:00 I had a peer problem yes no 1 used a strategy to successfully resolve the problem yes no

develop a comprehensive and
individualized support plan reflecting
Isaac's specific difficulties and
strengths. After doing so, the team
reconvened to discuss the findings.
Several important findings emerged
that team members agreed were
directly relevant for developing
supports for Isaac. First, direct
observations indicated Isaac frequently
came to class without his homework
and materials. Although his teachers
considered this failure to be prepared,
the assessment revealed that he
sometimes did not know what
assignment was due and other times
had completed the assignment, but
could not find it. During the interview
with Isaac's mother, she confirmed that
he could not keep track of belongings
and was disorganized. The team agreed
that Isaac would benefit from an
organizational-skills intervention.
In addition, Mr. Jackson noted
that Isaac's records indicated his
standardized test scores were lower
in mathematics than other subjects.

50 COUNCIL FOR EXCEPTIONAL CHILDREN

Isaac's mathematics teacher confirmed
that Isaac lacked fluency in
mathematics facts, which resulted in
variable performance. Isaac's science
teacher agreed that errors in science
frequently had to do with labs that
required mathematical computations.
Further, direct observations indicated
that the request to complete an
independent mathematics assignment
was a frequent antecedent that
preceded Isaac's refusal to participate
in class. All team members agreed
that additional support in mathematics,
in the form of fluency practice,
would help Isaac academically
(Gersten et al., 2009).
The team also noted that Isaac's
social difflculties persisted. The
counselor who led the social-skills
group observed that Isaac was able to
describe situations with peers that had
angered him; however, even after
extensive discussion about how he
might respond in those situations, he
was unable to respond appropriately,
and either withdrew entirely or started
a fight. Therefore, the team concluded
that a more intensive or alternative
approach was needed to improve
Isaac's social interactions.
Isaac's mother also offered
information about their home life. She
indicated that Isaac's father had moved
out of the house the previous summer
and she needed to pick up extra hours
at work to make ends meet. This meant
that Isaac was responsible for watching
his siblings after school until she
arrived home at 8 p.m. Isaac's teachers
suggested that this might explain why
he sometimes did not complete his
homework. She was quite surprised to
hear that Isaac was not completing
homework since he routinely told her
he did not have any or that it was
finished. She also indicated she had
seen him complete homework on many
occasions. Tbe team concurred that a
regular schedule for homework time
would beneflt Isaac, along with
organization skills, so that completed
homework was always turned in.
His mother also noted that she was
working on finding alternative childcare
arrangements so that Isaac could be
relieved of caring for his siblings.
Isaac's support team continued to
use the process of data-based
individualization to develop his
support plan. Based on the FBA data,
they first developed the following
hypotheses that specified the
antecedents and perceived function
for Isaac's problem behavior.
"During class review of homework
that Isaac has not completed, he
engages in problem behavior to
escape the review. "
"During class activities or
discussions involving difficult
academic concepts (typically
involving mathematics), Isaac
engages in problem behavior to
escape the work. "
"When Isaac experiences a real or
perceived peer confrontation, he
engages in problem behavior to
escape the peer interaction. "
The team then developed a compre-
hensive, multicomponent intervention
plan to address Isaac's difficulties and
problem behavior. To reduce Isaac's lack
of organization, Mr. Jackson introduced
a revision to the organizational-skills
intervention tried in Tier 2. Research by
Evans et al. (2009) has demonstrated
the effectiveness of this intervention
with middle school students. The
revised program moved from a simple
planner check to providing Isaac with a
sectioned binder to organize completed
assignments, incomplete assignments,
class notes, and other relevant materi-
als. In addition, Isaac went beyond a
traditional planner check used with
the entire class to being taught daily to
use his planner to record assignments
along with the due dates and to note his
progress. To ensure that Isaac acquired
independent organizational skills, the
team developed a binder checklist that
Mr. Jackson reviewed each morning
with Isaac. On the binder checklist,
Isaac self-recorded eight items to assist
him in staying organized (Figure 5).
To boost Isaac's mathematics
fluency, he was provided small-group
skills practice for approximately
20 minutes daily. During each
instructional session, he completed flve
TEACHING EXCEPTIONAL CHILDREN |
activities (see Powell, Fuchs, Fuchs,
Cirino, & Fletcher, 2009, for speciflc
details). These activities consisted of
practice using math flash cards with
corrective feedback, computer-assisted
instruction using Math Flash (Fuchs,
Hamlett, & Powell, 2004), number line
flash card practice (a number une
illustrated facts), mathematics fact
family activity, and review, which
consisted of Isaac having 2 minutes
to answer 15 of the practiced
mathematics facts. This review
provided ongoing information about
Isaac's progress.
In the area of social skills, team
members identifled an intervention
that would bridge the gap between
what he was learning in his group and
his ability to deal with peer conflicts
outside of instructional sessions by
individualizing and intensifying the
content, including teaching him
strategies to reduce his immediate
Tier 3 hehavior supports
included a broad team
focused on the student,
with more detailed
hehavior assessments and
ohservations.
anger during a conflict and providing
a mechanism for him to evaluate his
use of conflict resolution procedures
throughout the day. Social-skills
instruction was supplemented in
several ways. First, peers that Isaac had
problems with in the past were invited
to the group activity. Their speciflc
disagreements were discussed, and
Isaac and his peers role-played
alternative ways to handle the conflicts.
In addition, Isaac practiced identifying
the internal feelings he experienced
when he was getting angry and was
taught strategies to calm himself, such
as deep breathing and counting.
Finally, as an ongoing reminder, Isaac
was taught to self-monitor whether he
handled peer conflicts appropriately
using the strategies he was taught
(Figure 6). At the end of each hour,
he completed the checklist indicating
MARCH/APRIL 2014 51
Figure 7 . Percentage of Points Earned During Tier 2 Intensified
Intervention and Tier 3 Intervention, Measured hy Direct Behavior
Rating
Tier 2 Intense
100 -,^
90 -
80 -
/ Y
70
60 -
50 •
•-A
40 •
30
\
20
10 -
0 -
School Days
Note; FBA = functional behavior assessment; BIP = behavior intervention plan.
whether he experienced any problems
with peers and, if so, whether he used
a strategy to resolve it successfully.
Finally, Isaac's mother was able to
arrange for her chUdren's father to
watch Isaac's siblings three afternoons
a week. A relative agreed to drop the
children at the plant where she worked
the other two afternoons, where free
chOdcare was available. The school
counselor suggested that because Isaac
was no longer needed at home for
childcare, he could attend the
homework club, where volunteers
were available to assist students
with their homework. Isaac's team
concluded that this regularly scheduled
homework time with available
assistance would be ideal, and Isaac
agreed, although reluctantly. In
addition, the school counselor said
that Isaac had mentioned several times
that he would like to join a sports
team. She noted that the soccer team
practiced from 5:00 to 7:00 p.m., 2
days a week, and this would flt easily
into Isaac's schedule. Support team
members also suggested that a
cooperative sports team might also
help Isaac's social skills, in addition to
improving his overafl quality of life.
Isaac was thrilled about this
52 COUNCIL FOR EXCEPTIONAL CHILDREN
FBA and linked BIP
A participation had greatly increased.
^
opportunity and stated that it was
worth staying for homework club if
he could go to soccer afterward.
The flnal matter that the team
needed to address was monitoring
Isaac's progress. Consistent with
Tier 3 monitoring at Highland, the
team elected to begin using the Direct
Behavior Rating (DBR) system, a
10-point scale, because it would be
more hkely to quickly reflect behavioral
improvements than the 3-point CICO
scale. Such improvements would be '
important to detect so that the plan
could be revised, if needed. Thus, as
the team was preparing to initiate
intervention, baseline data began on
the DBR (Figure 7). After a brief
teacher training (i.e., 15 minutes) that
included operationalizing behavior to
be rated, baseline data were collected
across 5 days.
Isaac's support plan was in full
swing within 3 weeks of the meeting.
The DBR data indicated immediate
responsiveness to the interventions
(Figure 7). The team reconvened in
April, 1 month after the plan was
initiated. Although there were a few
bumps along the way, the team agreed
that Isaac was doing well with the Tier
3 supports in place and that his
behavior had improved substantially,
compared with previous intervention
tiers. In addition, all of Isaac's teachers
indicated that he was turning in his
homework regularly and his class
At that point, data collection was
decreased to once weekly. Aligned with
the guidelines of Tier 3 support, the
team continued to meet monthly for
the remainder of the school year to
review Isaac's progress and determine if
support plan adjustments were needed.
Final Thoughts
Tiered intervention is an effective and
efficient approach for preventing and
addressing student behavior problems
(Sugai & Horner, 2009). As illustrated
with Isaac, interventions are gradually
intensified and increasingly
individuahzed only as needed, based
on student responsiveness. Further,
progress monitoring becomes more
complex as students progress through
intervention tiers. Therefore, with
few students receiving intensive
interventions, data collection and
intervention implementation becomes
more feasible for teachers. In the end,
all students receive preventive
strategies, as well as the level of
individualization and supports
necessary to address a continuum of
problem behaviors.
References
Cook, C. R., Gresham, F. M., Kern, L.,
Barreras, R. B., Thornton, S., &
Crews, D. (2008). Social skills training
with secondary EBD students: Current
status and future directions. Journal of
Emotional and Behavioral Disorders,
J6(3), 131-144. http://dx.doi
.org/10.1177/1063426608314541
Evans, S. W., Schultz, B. K., White, L. C ,
Brady, C , Sibley, M. H., & Van Eck, K.
(2009). A school-based organization
intervention for young adolescents
with ADHD. School Mental Health,
J(2), 78-88. http://dx.doi.org/10.1007/
S12310-009-9009-6
Fuchs, L. S., Hamlett, C. L., & Powell, S. R.
(2004). Math flush. Available from
L. S. Fuchs, 228 Peabody, Vanderbilt
University, Nashville, TN 37203.
Gersten, R., Beckmann, S., Clarke, B,,
Foegen, A., Marsh, L., Star, J. R., &
Witzel, B. (2009). Assisting students
struggling with mathematics: Response
to intervention (Rtl) for elementary
and middle schools (NCEE 2009-4060).
Washington, DC: National Center for
Education Evaluation and Regional
Assistance, Institute of Education
Sciences, U.S. Department of Education.
PMid:19812322 PMCid:PMC2802851
Gresham, E., Bao Van, M., & Cook, C. R.
(2006). Social skills training for teaching
replacement behaviors: Remediating
acquisition deficits in at-risk students.
Behavioral Disorders, 31, 363-377.
Hawken, L. S., Pettersson, H., Mootz, J.,
Anderson, C , & Watkins, J. (2005).
Behavior education program: A check-in,
check-out intervention for students at
risk. New York: The Guilford Press.
Horner, R. H., Todd, A. W., Lewis-Palmer,
T., Irvin, L. K., Sugai, G., & Boland, J.
B. (2004). The school-wide evaluation
tool (SET) a research instrument for
assessing school-wide positive behavior
support. Journal of Positive Behavior
Interventions, 6, 3-12. http://dx.doi.org/
10.1177/10983007040060010201
Kern, L., O'Neill, R. E., & Starosta, K.
(2005). Gathering functional assessment
information. In Bambara, L. M., &
Kern, L. (Eds.), Individualized supports for
students with problem behaviors (pp. 129-
164). New York: The Guilford Press.
Lane, K. L., Wehby, J., Menzies, H. M.,
Doukas, G. L., Munton, S. M., & Gregg,
R. M. (2003). Social skills instruction for
students at risk for antisocial behavior:
The effects of small-group instruction.
Behavioral Disorders, 28, 229-248.
Mitchell, B. S., Stormont, M., & Gage,
N. A. (2011). Tier Two interventions
implemented within the context of a
tiered prevention framework. Behavioral
Disorders, 36, 241-261.
Powell, S. R., Fuchs, L. S., Fuchs, D.,
Cirino, P. T., & Fletcher, J. M. (2009).
Effects of fact retrieval tutoring on third-
grade students with math difficulties
with and without reading difficulties.
Learning Disabilities Research &
Practice, 24, 1-11. http://dx.doi.
org/lO.llll/j.1540-5826.2008.01272.x
PMid:19448840 PMCid:PMC2682421
Sugai, G., & Horner, R. H. (2009).
Responsiveness-to-intervention and
school-wide positive behavior supports:
Integration of multi-tiered system
approaches. Exceptionality, 17,
223-237. http://dx.doi.org/10.1080/
09362830903235375
Sugai, G., Horner, R. H., Dunlap, G.,
Hieneman, M., Lewis, T. J., Nelson,
C. M., & ...Ruef, M. (2000). Applying
positive behavior support and
functional behavioral assessment in
schools. Journal of Positive Behavior
Interventions, 2(3), 131-143. http://
dx.doi.org/10.1177/109830070000200302
TEACHING EXCEPTIONAL CHILDREN |
Lee Kern (Pennsylvania CEC), Professor,
Special Education, College of Education,
Lehigh University, Bethlehem,
Pennsylvania; Joseph H. Wehby
(Tennessee CEC], Professor, Special
Education, Vanderbilt University,
Nashville, Tennessee.
Address correspondence regarding this
article to Lee Kern, College of Education,
Lehigh University, 111 Research Drive,
Bethlehem, PA 18015 (e-mail: Iek6@
lehigh.edu).
This work was supported in part by the
National Center on Intensive Intervention
(Grant No. H326Q110005), which as
awarded to the American Institutes for
Research by the Office of Special Education
Programs (OSEP), U.S. Department of
Education (Celia Rosenquist, OSEP project
officer). The views expressed herein do not
necessarily represent the positions or polices
of the U.S. Department of Education.
No official endorsement by the U.S.
Department of Education of any product,
commodity, service, or enterprise mentioned
in this publication is intended or should be
inferred.
TEACHING Exceptional Children,
Vol. 46, No. 4, pp. 45-53.
Copyright 2014 The Author(s).
MARCH/APRIL 2014 53
Copyright of Teaching Exceptional Children is the property of Council for Exceptional
Children and its content may not be copied or emailed to multiple sites or posted to a listserv
without the copyright holder's express written permission. However, users may print,
download, or email articles for individual use.