Tier 1 Interventions	Tier 2 Interventions	Tier 3 Interventions
Active Supervision s Defusing techniques Varied Pacing Visual and verbal prompting Many opportunities to respond Instructional delivery Parent involvement Social skills instruction – general skills Assignments on academic level Reading seatwork at academic level Reinforce positive behaviors, not punish negative behaviors Proximity Control Token economy à earn bucks to spend at class store Flexible grouping Collaborative planning with grade level teachers and SPED team Explicit teaching of expectations Consistency when enforcing the rules/expectations	Role play to demonstrate appropriate responses Change the setting to take away what may trigger behaviors – for example if proximity to a particular child or location within the room will trigger a bad response move the student’s seat away from those locations Fading out support Precorrection—intervene before triggers occur (analysis necessary) Task interspersal Social skill instruction – specific to student need, or small group need Debriefing sessions Alternate difficult tasks with not difficult tasks Follow every non-desired activity with a desired activity Frequent breaks during undesired activities Serve a detention the length of the amount of academic time wasted Scheduled time to catch up on missed work Safe spot/Buddy Room	Triage in the morning and afternoon Reduce number of responses on required assignments Receive points or praise for attempts to complete work Provide choices Self-Management or self-monitoring – reminder to stay on task delivered every four minutes…maybe the use of a timer that goes off every four minutes, a walkman that will prompt you to stay on task Visual schedule so students could see when they are going to have to transition and will know what the upcoming activities are Have students show their mastery based on their learning style – orally, visually, or written Reinforce positive behaviors, not punish negative behaviors Provide Illustrations for directions Provide illustrations for all rules/expectations Picture cards for communication When the student receives a certain amount of pluses they will go to the teacher to receive praise or a reward Use visuals to show how you’re a feeling instead of throwing a fit A journal allowing the student to write down how they are feeling when they are frustrated instead of throwing a tantrum or shutting down Increase frequency of rewards Tape line boundaries within the classroom that the student is not allowed to leave without permission from the teacher Offer choices---within limits that meet academic standards, such as: deciding which of two activities to do first, deciding which two crayons to use in a drawing etc… Provide explicit vocabulary instructions in smaller grouping with focus on one student per day, hour, or activity as much as possible. Use mnemonic devices Utilize graphic organizers Allow student to complete work and allow for student correction without penalty Give students an example of how another student completed the same assignment When work is missed or not completed check for understanding of concepts before counting against grade. Get the student to keep a to do list and show them how to mark off completed items. Expect the student to present each day or week. When correct give extra time or grade point. Tell the students that a reward will be given for assignments turned in early to teach the student to avoid procrastination