Step 8 – List of Intervention and Supports – Tier 3
As before, any new strategies for intervention and support must be used appropriately and consistently by everyone interacting with the child. Note the strategies in the chart below that the adult should be using with the child. Make sure that this information is shared with all team members and others who interact with the student.
Behavioral Supports Menu
About Guidance for Planning Behavior Intervention
Download the Guidance Document
- Positive Behavioral Interventions and Supports
- Research
- Impact on Social-Emotional Development and Learning
- Proactive Strategies to Avoid Distress (Tier 2)
- Responsive Strategies to Reduce Distress (Tier 3)
- Resources and References
- Forms for Behavioral Intervention and Support
- Sample of Information to Include in the Behavior Intervention Plan
Form
Responsive strategies fostering feelings of safety | What does the adult do? |
Minimize contact with people, places, or things that trigger behavior problems. |
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Alter materials or the environment to discourage less appropriate behaviors.
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Alter activity schedules to reduce stress.
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Be aware of signs that indicate potential problems and make necessary modifications.
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Make sure there is structure, routine and predictability throughout the child’s school day.
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Responsive strategies fostering feelings of success | What does the adult do? |
Increase the level of support so the child is not frustrated by difficult activities |
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Deliver information to the child in a form that is accessible, understandable and accurate |
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Responsive strategies fostering feelings of independence | What does the adult do? |
Teach coping skills and provide opportunities to practice these skills in structured and safe environments |
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Provide direct instruction in social skills |
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Demonstrate the emotional state you want the child to achieve. |
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Responsive strategies fostering feelings of connectedness | What does the adult do? |
Encourage participation through the projection of a positive affect |
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