Abstract
Implementing a continuum of schoolwide positive behavior support (SW-PBS) from least to most intensive is recommended to prevent and respond to problem behavior in school settings (Walker et al., 1996). This continuum of support includes three main prevention tiers: (a) primary, which involves schoolwide interventions for all students and staff across all school settings; (b) secondary, which targets the 10–15%of students at risk of social behavior failure; and (c) tertiary, which focuses on approximately 5…#x0025;of the student population who need significant intervention strategies and supports (Sugai … Horner, 2002). For additional information on SW-PBS, see chapter 14.
Students who do not respond to primary-tier prevention programs may benefit from efficient secondary-tier (ST) interventions, also referred to as …#x201C;selected…#x201D; or …#x201C;targeted…#x201D; interventions. The group of students who benefit from ST interventions includes approximately 10–15%of the student population who are at risk for developing severe problem behavior due to their (a) poor peer relations, (b) low academic achievement, or (c) chaotic home environments (Lewis … Sugai, 1999). The behaviors of these students are unresponsive to interventions provided at the primary tier (Fairbanks, Sugai, Guardino, … Lathrop, 2007; Kincaid 2007), and these students typically require more practice in learning behavioral expectations and may need academic modifications to ensure learning success (Lee, Sugai, … Horner, 1999).
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Hawken, L.S., Adolphson, S.L., Macleod, K.S., Schumann, J. (2009). Secondary-Tier Interventions and Supports. In: Sailor, W., Dunlap, G., Sugai, G., Horner, R. (eds) Handbook of Positive Behavior Support. Issues in Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09632-2_17
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