A responsive Tier 2 process for a middle school student with behavior problems

ABSTRACT

Students requiring Tier 2 behavioral supports frequently display behavioral deficits in multiple domains (e.g., emotional symptoms and peer problems). The Tier 2 framework developed by McDaniel, Bruhn, & Mitchell (2015a) is a responsive structure for identifying and intervening at Tier 2. This process is described with a practical case example of a student with multiple areas of risk. Stacking Tier 2 behavioral interventions for students who score in the “abnormal” range in multiple areas on the Strengths and Difficulties Questionnaire is described. A description of this process for delivering Tier 2 supports and the results from the case example are presented.

KEYWORDS:

• Behavior problems
• data-based decision-making
• prevention
• Tier 2

Funding

Funding was provided by the University of Alabama Research Grants Committee.

Notes on contributors

Dr. Sara C. McDaniel is an associate professor of special education at the University of Alabama. Her research is focused on improving positive proactive practices in schools and improving social and emotional functioning for students with challenging behavior.

Dr. Allison L. Bruhn is an assistant professor of special education at the University of Iowa. Her work focuses on intervention and data-based decision-making for students with challenging behavior.

Dr. Barbara S. Mitchell is an an assistant research professor at the University of Missouri. Her research interests include classroom management practices and serving students with emotional and behavioral disabilities.