Positive Behavioral Interventions and Supports

Core Principles of Primary Prevention

1. Effectively teach appropriate behavior to all children: Identify the setting of events in which the students feel comfortable and are most probable to exhibit the desired behavior.

2. Intervene early: Managing problematic behaviors is easier when we intervene beforehand.

3. Use of multi-tier model of service delivery: To achieve high rates of student success for all students, instruction in the schools must be differentiated based on the level of concern and the intensity it is implemented.

4. Use research based, scientifically validated interventions to the extent available: Used to ensure that students are receiving curriculum and material that has demonstrated effectiveness for the type of behavior and the setting.

5. Monitor student progress to inform interventions: The use of assessments that can be collected frequently and that are sensitive to small changes in student behavior.

6. Use data to make decisions: Requires that ongoing data collection systems are in place and that resulting data are used to make informed behavioral intervention planning decisions.

7. Use assessment for three different purposes: 1. screening of data comparison per day per month for total office discipline referrals, 2. diagnostic determination of data by time of day, problem behavior, and location and 3. progress monitoring to determine if the behavioral interventions are producing the desired effects.

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Secondary Level Prevention

Relies on interventions for target students who are considered at risk for chronic or serious problem behavior or academic failure, or who continue to exhibit high levels of inappropriate behavior or academic skill deficits despite exposure to universal interventions

Tertiary Level Prevention

Focuses on the needs of individual students who require the most intensive, individualized, and long-term interventions, approximately one to five percent of a schools population.
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