Tier 2: Critical Issues in Systems, Practices, and Data

Abstract

The purpose of Tier 2 positive behavior interventions and supports (PBIS) is to address identified social, emotional, and behavioral needs with efficient, targeted interventions. Although only 10% to 15% of each school’s population will require Tier 2 supports, without effective systems, practices, and data, students will continue to demonstrate unwanted behavior, which may lead to increased rates of exclusionary discipline (e.g., office discipline referrals and suspension). This article extends the logic of Tier 1 PBIS, which is founded in systems, practices, and data, by addressing research related to implementation issues of systems, practices, and data in Tier 2. First, we present current research and practice in systems with a specific focus on Tier 2 teaming, resources, and professional development (i.e., initial training and coaching). Second, we discuss Tier 2 practices and the need to consider intervention matching, as well as initial and in vivo intervention adaptations to improve acceptability and effectiveness. Third, we present Tier 2 data considerations for informing intervention design, progress monitoring, and treatment fidelity. Across Tier 2 systems, practices, and data, we offer recommendations for future research.

Strategies to Enhance Implementation Fidelity in School-Counselor-Led, Culturally Affirming Tier 2 Groups

“…Cofacilitation also allows for reflection on students’ responses to the group process and necessary adjustments to best meet student needs (Demir & Koydemir, 2013; Yalçin, 2021). Last, adequate and ongoing professional development in effective Tier 2 intervention strategies is essential for school counselors (Bruhn & McDaniel, 2021).…”

The Effect of CW-FIT on Group Engagement During Virtual Instruction

“…Therefore, self-monitoring may be effective for supporting individual student engagement during virtual instruction. As the conversation on applying PBIS strategies to virtual instruction continues, we encourage practitioners and researchers to apply systematic decision-making frameworks to identify appropriate interventions (Bruhn & McDaniel, 2021). Future research should also evaluate the effect of low-intensity, antecedent interventions (e.g., high-probability sequence, noncontingent attention) applied during virtual instruction.…”

Addressing the Catch-22 of Using Mixed Methods in Behavior Disorders Intervention Research

“…One possibility would be to use MMR to better understand contextual factors that inform how students with behavior concerns transition into and from secondary tiers in a multi-tiered system of support focusing on behavior (MTSS-B) to help accommodate the balance between a least restrictive environment and provision of targeted services. There is evidence that informs how to broadly implement MTSS-B (Bradshaw et al, 2021); however, there appears to be a dearth of research on the topic of how to best support (i.e., provide interventions) to students with EBD particularly within the context of Tier 2 and Tier 3 interventions who are in inclusive classrooms (Bruhn & McDaniel, 2021;McKenna et al, 2019McKenna et al, , 2021.…”