Tier 2 interventions are more specific to a small group of students that are in the classroom. This is the next step of support from tier 1. The students that have access to tier 2 interventions will be able to utilize strategies that will eliminate problematic behavior and learning difficulties they are having in class. Below is a list of tier 2 interventions that will be implemented in my classroom.
Alternative Seating
Alternative seating is a great intervention for students that require movement or body sensation while sitting that a regular chair does not provide. This will facilitate to the students nervous system and help him/her stay focus. A few examples of alternative seating are: seat cushions, therapy/yoga balls, and bean bag chairs. Those examples will help facilitate the sensation that the student requires to focus. (Gochenour & Poskey, 2017) Alternative seating aligns with tier 2 because not every student will be granted the ability to have alternative seating. This intervention will only have a few alternative seating options in the classroom. This is because the alternative seating is only intended for a small group of students that need this intervention to help motivate, focus, and succeed in the classroom.
Standing Desks
Standing desks are beneficial towards students who suffer from ADHD, ADD, or other difficulties focusing and paying attention while in class. This group of students may find it beneficial to stand in order for them to focus and be attentive in class. Standing also provides the brain with extra stimulus. For students with ADHD or ADD, the extra stimulus is what provides them to stay more focus on the task at hand. (Britten, Shire, Coats, & Astill, 2016)
Standing desks align with tier 2 because it is only intended for a few students in the classroom. This intervention is not intended for every student; it is intended for the students who have ADHD or ADD. This will also allow the students that receive this intervention to be more comfortable in the classroom. Also, with this intervention the students will be more likely to stay on task.
Peer Tutoring
Peer tutoring is a system that allows the teacher to partner up a student that displays positive behavior and is doing well in class with a student that is struggling academically and behaviorally in class. This will eliminate a power struggle between the student and teacher because the student needing this intervention will be paired with one of his/her peers. Also, this will give the students more opportunities for assistance. Lastly, this intervention targets students that are inattentive and unfocused in class. (Tsuei & Mengping, 2014)
Peer tutoring is a tier 2 intervention strategy because it targets a few students in the classroom in order to achieve a positive behavior in class and to stay focus and attentive. The students that receive this intervention will become more comfortable and be more engaged with what is going in class with the help of his peer tutor. Therefore, this will lead the student to become more successful in the classroom.
Sensory Tools
Some students' behaviors are due primarily to their sensory issues. Therefore, sensory tools will allow the student to overcome his/her behavioral barriers. Providing this intervention to students with sensory issues can increase the level of work production, task behavior, improved focus, and an overall happier/content student. Lastly, this is an easy and quick intervention that will lead to significant positive results. This is given to students who demonstrate sensory sensitivity to stimulus such as: loud noises, textures of objects, light, temperature, and many more. Lastly, a few examples of sensory tools are: tight fitting vests, noise cancelling headphones, large lined paper, dimmer lighting, and many more. (Molesworth, Burgess, Gunnell, Löffler, & Venjakob, 2014)
Sensory tools are a tier 2 intervention because it can apply to a small group of students in the classroom. By implementing this intervention to the few students in class will increase their productivity, stay more focused, and be more comfortable in class. Therefore, this is an excellent intervention that will help support a student be successful to eliminate their sensory issues.
Functional Behavior Assessment (FBA)
A Functional Behavioral Assessment provides additional information about students' behaviors. This helps teachers identify factors regarding their behaviors that are not obvious. Also, the FBA provides data trends and patterns to school workers to identify the problematic behavior that the student is displaying. Going off of that, this will help identify the root causes, functions, and reinforcers of behaviors. This intervention occurs when a student is not responding positively the interventions already being provided to him/her. Lastly, the FBA leads to developing an appropriate effective behavior plan. (Crone, Hawken, Horner, & Barrett, 2015)
The Functional Behavior Assessment is a tier 2 intervention because it can target a few students that have had previous interventions in place that have not worked for them. This is a data collection intervention that will allow teachers to have a better understanding of the students' behaviors. Therefore, this will allow teachers to implement interventions that are more suitable for the students to be successful in the classroom and display positive behavior.
Behavior Contract
A behavior contract is a nice intervention to use for students that will hold them more accountable for their behavior. Likewise, this promotes self responsibility. Also, this intervention provides more structure, routine, consistency, and organization for the students that lack these aspects. This intervention is implemented for students that are exhibiting persistent behavior problems and when they consistently fail to meet the work and behavior requirements. (Bowman-Perrott, Burke, De Marin, Zhang, & Davis, 2015)
Behavior contracts are a tier 2 intervention because it addresses a small group of students behavior problems that they are displaying in class. By having the several students to follow the contract will lead to an increase in student motivation and effort. As well, this will improve the school/home communication. Overall, this is a great intervention to target a small group of students in the classroom to improve their behavior and performance.
Daily Behavior Form
A daily behavior form is similar to a behavior contract but appears more frequently in the classroom. This should be implemented when students are exhibiting constant behavior problems and are defiant and oppositional. The form addresses the main problem behaviors being exhibited in class. Similar to the behavior contract, the behavior form will improve students' grades and accountability. Lastly, the form should be sent home for the students' parents to review and sign to know and understand the behavior their student is displaying in class and how we are trying to support them. (Chafouleas, Riley-Tillman, & Sassu, 2006)
Daily behavior forms align with tier 2 because it improves the communication between the school and home of the students. Also, another reason this intervention is tier 2 because, this is a strategy that is intended for a small group of students; not the whole class. This intervention should improve the students' behaviors in class which lead to an improvement in class performance.
Response To Intervention (RTI)
A response to intervention is an academic based intervention that addresses the students' academics instead of their behavior. This is because many kids exhibit poor behaviors and coping problems that stem from being behind academically and not being able to understand the work and concepts. Response to intervention should be implemented when students' act out due to being unable to do the work and when it appears that they are purposefully avoiding the work. (Sailor, 2009)
Response to intervention is aligns with tier 2 because it is focusing on a small group of students in the classroom. Also, by implementing the intervention, it will provide the student support in order to be more successful in the classroom. Overall, this is a great intervention that addresses students' academic performance and not so much of their behavior.
Self Monitoring
Self monitoring is an intervention that promotes independent and responsible behaviors, as well as independence and self esteem. This strategy makes the student become more accountable for his/her actions. Also, this can increase coping ability and productivity in the classroom. The intervention should be used when students' have poor attention, focus, impulse control, and disorganized. Lastly, the teacher and student should sit down together to discuss the behaviors and choose an intervention or system that will support him/her. (Lee, Lim, & Grabowski, 2010)
Self monitoring is a tier 2 intervention because of how it supports a small group of students to display positive behaviors and replace the disruptive behaviors. Along with this, since the student and teacher will be working together during this process, it will establish a positive relationship and make the student feel more comfortable in class. Overall, this will improve the performance in class of the student.
Individual and Visual Schedules
Individual and visual schedules are a great intervention for students that exhibit significant disorganization. Typically, display this disorganization by being lost in class and having difficulty figuring out what is next in the daily routine. Also, this is great for students who are strong visual learners. This intervention will provide more structure and allow the student to visualize the specific routine in class. Lastly, this will reduce wasted time and confusion of the students that are given this support. (Meadan, Ostrosky, Triplett, Michna, & Fettig, 2011)
Individual and visual schedules align with tier 2 because it is supporting a small group of students to ensure their success in the classroom. Also, this intervention supports their behavior problems that they display in class. Therefore, the small group of students that receive this support will be more likely to succeed in class because of the improvement in organization and being more comfortable in class now knowing what is coming next.