Individualized Behavior Strategies (Tier 2)

At this point, function of behavior should have been defined. If student warning signs of behavior have not been
identified, this now must be done in order for strategies to be effective (for example: balling fists, increasing
verbalizations, getting out of seat).
Contact your Support Team when beginning Tier 2 interventions. They can provide assistance with tailoring the
intervention to the student and teaching the teacher different strategies. Additionally, if change of placement
is a consideration upon completion of this phase, you must have the Support Partner involved.

Taught 1:1 or in small group to the student.
Model with frequent practice/rehearsal/role play in small group setting.

Must meet with classroom teacher (as well as specials teachers & other staff if these are settings where bx occur)
and discuss students strategy. Teacher and student need to identify a signal/cue to remind student to use the
strategy (e.g. a code word, tap on the shoulder). A visual reminder should be taped to the students desk or work
area. When teacher sees warning signs, s/he intervenes with the cue to remind the student to use the strategy.
In conjunction with using these strategies, behavioral data must continue to be gathered. It is important to gather
substantive data with fidelity during this stage, as decisions regarding eligibility and/or placement often follow this
period. Intervention should be implemented 4-6 weeks. Then meet to review data/effectiveness. Contact your
Support Partner for decisions regarding placement.
Calming Strategies Examples
Deep Breathing : 5-10 slow breaths in and out Smell the flower, Blow out the candle visual
Counting: Backwards from 10, Up to 50
Directed List Making: An animal for every letter of the alphabet, Favorite foods, Names of sports players
Visualization : Happy or Calming place (e.g. beach, bedroom, grandparents house)
Mantra/Calming phrase/Positive Self-Talk: (e.g. Im cool as a cucumber, I can handle this)
Breaks: Taking a 30 second walk (only for certain students), Take a 5 minute break in alternate setting
Muscle relaxation: Tensing/un-tensing, MELT type moves
Positive reinforcement schedules/rewards may continue to be useful, but may need to be amped up (e.g. moving from
sticker rewards to larger daily awards, if daily iPad, computer time has been used, add 30 minutes at weeks end).