1.

Intervention: Teaching Relationship Skills

What is the intervention?
● Teacher models and role-plays relationship skills with the student
● “Teach lessons on relationships, friendships, getting along with others, tolerance, etc”
(“Teaching Relationship Skills”)
● Can be used with students who feel alone, are being bullied, bully others, have trouble
listening and communicating with others, have trouble reading and understanding social
cues, etc.

Direct Application to Tier:

● Tier 3 is used to support students with highly disruptive and sometimes dangerous
behaviors, so this intervention can help teach students to deal with and tolerate others
● Helps with building and maintaining friendships among students, and as a result this
helps students build self-esteem
● Reduces conflicts in the classroom
● Helps students to effectively interact and communicate with adults

How to use the Intervention:

● “At the Tier 3 level, think of customizing specific relationship skills lessons and
interventions for specific students” (“Teaching Relationship Skills”)
● Example: Building friendships by strengthening listening skills
○ Teach students to listen to their friends, summarize what they’ve heard, ask
questions about the friend’s feelings, make sure the student doesn’t bring the
conversation back to themselves, and have the student help their friend brainstorm
ways to fix the problem
○ Will help your student’s friend feel cared for and will give your student
confidence by showing them how to make a connection

Resources(photos, videos, websites,etc.):

https://www.pbisworld.com/tier-3/teach-relationship-skills/
https://www.verywellmind.com/strengthen-your-friendships-with-good-listening-skills-3144970
(image and info)
Citations (APA-7):

PBIS World (2020). Teaching relationship skills. PBIS World.

https://www.pbisworld.com/tier-3/teach-relationship-skills/

Scott, Elizabeth (2019, December 1). Strengthen friendships with good

listening skills. verywellmind.
https://www.verywellmind.com/strengthen-your-friendships-with-good-
listening-skills-3144970

Scott, Elizabeth (2019, December 1). Strengthen friendships with good

listening skills [Photo]. verywellmind.
https://www.verywellmind.com/strengthen-your-friendships-with-good-
listening-skills-3144970

2. Functional Behavior Assessment:

What is the intervention?
 ● An FBA is used to identify the reason(s) why a student may be exhibiting certain
problem behaviors along with the ways that those behaviors are related to the student’s
surroundings/environment
● Teachers, professionals and other school staff use the information gathered from their
observations made during an FBA to develop a behavior intervention plan (BIP) for the
student.
○ The BIP will help eliminate those challenging behaviors and encourage positive
ones.

Direct Application to Tier 3:

● Not all students receive FBAs even if they have a behavior problem. FBAs are only
conducted if teachers or other staff see that the behavior is negatively impacting the
student’s learning.
● This is an individualized strategy since the evaluation team (teachers, professionals, etc.)
is solely focused on observing the behaviors of a specific student who they feel could
benefit from having their behavior assessed.
● During an FBA, the evaluation team also looks into a student’s individual school records,
attendance, grades, IEP/504 plans (if applicable), and interviews the faculty that the
student works with.
○ This information revolves around the individual student to give the evaluation
team a thorough analysis of the student.
● The data collected from an FBA is used to create an individualized plan or implement
personalized strategies to help the student improve their behavior(s).
How to use the Intervention:
● An FBA should be used if a student’s behavior is affecting their learning or if a student
with an IEP or BIP has new behavioral concerns that should be reviewed
● The steps to a functional behavior assessment are as follows:
○ Identify a behavior
○ Gather additional information about the student
○ Analyze the observations and data collected about the student to find out the
reason for the behavior
○ Decide if a behavior intervention plan should be created for the student.
● It is important that you are specific and objective when describing/defining the student’s
behavior.
● Make note of what happens before the student’s challenging behavior as well as what
happens after as a consequence.
○ Important to know what may be triggering a behavior and to see if the
consequence is reinforcing the behavior

Resources(photos, videos, websites,etc.):

http://iseesam.com/content/teachall/text/behavior/LRBIpdfs/Functional.pdf
FBA Template.docx

Citations (APA-7):

The Understood Team. (n.d.). Functional assessment: What is it and how does it work?
Understood. https://www.understood.org/en/school-learning/evaluations/evaluation-
basics/functional-assessment-what-it-is-and-how-it-works

Academic Success for All Learners. (n.d.) Functional behavior assessment. [PDF]. Academic
Success for All Learners.
http://iseesam.com/content/teachall/text/behavior/LRBIpdfs/Functional.pdf

Arndt, K. (2020). Functional behavior assessment. [Word document]. FBA.PBIP form.F19.docx

3. Intervention: Resource Room

What is the intervention?
● In addition to taking a “regular class,” students have resource built into their schedule to
have time to work in small groups or individually with a (usually special education)
teacher on the content.
● Additional assessment and instruction can be given in a resource room to help students
comprehend the content to the best of their abilities.
● Specific interventions given to students in the resource room depend on a student’s IEP
and needs, but since it is a small group of students teachers are able to vastly
differentiate.

Direct Application to Tier:

● Students are getting their needs met on an individual basis in the resource room. There
are not enough supports in their general classroom, so they can get additional ones in
resource.
● The resource room also gives teachers more time to evaluate or reevaluate if a student
needs more, or less, supports than what they are currently receiving.

How to use the Intervention:

● Teachers should use the resource room to help students progress in not only
academically, but emotionally and socially.
● For example: The small groups in the resource room can have group work components.
A small group setting can be a lot less nervewracking/threatening to students with
anxiety. Additionally, the room may be less distracting for students who find it difficult
to concentrate or focus because it can be quieter and there are fewer bodies in the room.
 ● In resource, going over classwork and completing homework is essential to make sure
that the students are understanding the content being taught in class and keeping up with
the pace of it.

Resources:
http://ijepr.org/panels/admin/papers/35ij16.pdf
https://www.pbis.org/pbis/tier-3
https://www.thoughtco.com/special-education-resource-room-3110962

Citations (APA-7):
Deshpande, A. (2013). Resource room in mainstream schools. International Journal
of Education and Psychological Research, 2(2), 86-91.
Positive Behavioral Interventions & Supports. (2019). Tier 3. Positive Behavioral
Interventions & Supports. https://www.pbis.org/pbis/tier-3
Watson, S. (2019). Introduction to special education resource rooms. ThoughtCo.
https://www.thoughtco.com/special-education-resource-room-3110962

4. Intervention: Relaxation Techniques

What is the intervention?
● This intervention allows students who may be stressed or may deal with anger
management skills to be able to learn skills that allow them to prior or in the midst of the
unwanted behavior to be able to calm themselves down.
● Through relaxation techniques, it allows students to learn coping skills and teaches
students how to manage and process their feelings and emotions.

Direct Application to Tier:

● Students who need Tier 3 strategies are students who need extra support and behavior
begin to interrupt their learning environment.
● Not every student may need relaxation techniques. For relaxation techniques may include
students needing to take a walk in the hallway or have a special ball they use to play with
when feeling anxious or stressed.
● Relaxation techniques can be as small as learning a breathing technique to large as having
to purchase a certain item that helps to calm the student down.

How to use the Intervention:

● This intervention can be used in many ways. The first step is to try to figure out what
triggers the student, then from there maybe testing different relaxation techniques that
may help them in the classroom.
 ● For students who may have a hard time sitting for long lengths of time may need to take a
two minute break in the hallway and walk around. Some students may have an art pad,
which they are allowed to draw and that may help them to focus.
● Allowing students to figure out what works for them and then coming up with a plan to
implement that relaxation technique allows for them to feel that their feelings matter, but
also they have some control over their emotions.

Resources(photos, videos, websites,etc.):

https://www.youtube.com/watch?v=FswMJi_ho-4

https://www.healthiersf.org/resources/pubs/StressReductionActivities.pdf

Citations (APA-7):

PBIS World. (n.d.). Teach Relaxation Techniques. PBIS World. https://www.pbisworld.com/tier-

1/teach-relaxation-techniques/

Kids Included Together (2012, October 5). Relaxation techniques [Video]. YouTube.
https://www.youtube.com/watch?v=FswMJi_ho-4

5. Intervention: Counselor Referral

What is the intervention?
● Referrals to a school counselor are made when there is some type of emotional, physical,
or academic concern about a student
● Peers, the individual themself, parents/guardians, teachers, and other faculty members
can refer students
● Some signals that may mean the student should be considered for counseling services:
○ Violent outbursts, nervousness, agitation, extreme worry, prolonged depression,
withdrawal from friends, extreme dependency on school staff/teachers
● Students who need more support and attention in the classroom that the teacher can not
provide directly to solve a problem
● The counselor provides one on one direct contact with the student, giving them their
undivided attention

Direct Application to Tier:

● A counseling referral is intended for an individual student to receive support and services
outside the classroom for something that is cause of concern
● The counselor’s intervention plan can help a student’s academic success and behaviors
● Only students with disruptive behaviors are referred
How to use the Intervention:
● Referrals are made when there is a concern for a student, permission from a student’s
parent/ guardian always has to be done before referral
● The referral is sent with a specific type of concern listed, and the counselor uses data to
decide what types and levels of interventions are needed for this particular student
● The type of interventions provided to the student can be: in school, or outside of school
● Students’ response and progress with the interventions is monitored and assessed, and the
intervention plan should be modified when needed
● The school counselor regularly meets with the student
● The student’s trips to the counselor’s office should be monitored, so they are not going
just to skip class

Resources(photos, videos, websites,etc.):

University of Central Florida. (n.d.). Making a referral. Counseling and Psychological Services.
https://caps.sdes.ucf.edu/resources/referrals/

Missouri Comprehensive Counseling Program: Responsive Services. (2015). School counselor

referral guide. Missouri Department of Elementary & Secondary Education.
https://dese.mo.gov/sites/default/files/guid-respon-serv-referral-process-guide.pdf

Citations (APA-7):

Image: Crawford, F. (n.d.). School counselor referral

form. [Photograph]. Pinterest. https://www.pinterest.com/pin/419468152779537021/?lp=true
5. Alternatives to Suspension
What is the intervention?
● Not sending the student home, but making sure they’re still working and not in class
● Suspending students is unproductive to learning
● Some students want to be suspended so that they can get out of doing work or away from
something that they do not want to deal with in school
● Suspensions are not an effective deterrent for students who often see it as not a
significant consequence
● Providing alternatives to suspension can be more effective in getting students to change
their behavior and learn from their problems, they can be better motivators
● Some alternatives include: school service (helping with after school or lunch clean-up),
parent supervision, community service, counseling, behavior monitoring, behavior
contracts, mentoring

Direct Application to Tier:

● This only applies to students when Tier 1 and 2 efforts did not work for their behavior
problems
● It allows a student to learn from their behavior problems rather than just sending them
home and impeding their learning
● The alternative is individualized to meet each individual students needs and wants.
Suspensions work for some students so not every student needs an alternative.
● It creates a more positive school environment for that particular student

How to use the Intervention:

● This intervention is for a student who frequently gets into trouble and suspended, for a
student who is getting suspended on purpose to get out of something at school, and/or for
a student that needs the instruction but a consequence/discipline is warranted
● Primarily used by administrators but can also be used by some teachers
● Use a neutral tone and do not create a power struggle between you and student
● Discuss with the student different alternatives to being suspended and allow the student
to have some say in which alternative they would prefer
● Use the alternative that would allow the student to still receive instruction at school and
learn from their behavior
● Example: Could be an option like In-School Suspension so students are still taken out of
class, but they are still doing work and kept in school

Resources(photos, videos, websites,etc.):

https://www.google.com/search?q=alternatives+to+suspension&source=lnms&tbm=isch&sa=X
&ved=2ahUKEwjtsenPmNnnAhXRlXIEHQICD2EQ_AUoA3oECA4QBQ&biw=1440&bih=72
7#imgrc=zqEx42lveavuhM:

https://www.edutopia.org/video/alternative-school-suspension - a video on how resotrative

circles are a better alternative to suspensions

Citations (APA-7):

PBIS World. (2020). Alternatives to Suspension. PBIS World. https://www.pbisworld.com/tier-

2/alternatives-to-suspension/

Edutopia. (2018, February 5). Restorative Circles: Creating a Safe Environment for Students to
Reflect [Video]. Youtube. https://www.edutopia.org/video/alternative-school-suspension

6. Intervention: Behavioral Contracts

What is the intervention?

● A written contract between a student and a teacher outlining the child’s behavioral
obligations in meeting the terms of the contract, as well as the teacher’s obligations once
the child has met his or her agreement.

Direct Application to Tier 3:

● While contracts can be used with an entire class or small group, most often it is a strategy
used with an individual child who is at-risk, has an emotional or behavior disorder, or has
already been in trouble or suspended for behavior issues.
● In developing the contract the educator can discuss the goals with the student soliciting
input from the student on the development of the contract. It also permits effective
reinforcers to be identified.
● This process builds commitment on behalf of the student to successfully complete the
contract.

How to use the Intervention:

● typically a positive-reinforcement intervention including the specific student behaviors

that are to be increased and the specific inappropriate behaviors to be reduced
● included within the contract is a section explaining the minimum conditions under which
the student can earn a “reward” for showing appropriate behaviors.
● a behavior contract should always include positive consequences for appropriate
behavior, rather than only negative consequences for inappropriate behavior
Resources(photos, videos, websites,etc.):

CharterSelpa (n.d.). SBIS: Behavior contracts [Video]. CharterSelpa.

https://charterselpa.org/online-learning-center/sbis-behavior-contracts/

Citations (APA-7):

Strahun, J. (2013). Strategy Brief. Behavioral Contracting.

https://k12engagement.unl.edu/strategy-briefs/Behavior%20Contracting%201-20-2014.pdf

CharterSelpa (n.d.). SBIS: Behavior contracts [Video]. CharterSelpa.

https://charterselpa.org/online-learning-center/sbis-behavior-contracts/

7. Intervention: Self Monitoring

What is the intervention?
● This intervention is best used for students to pay close attention to their own behavior and
learning data.
● How this intervention works:
○ A student will record data on themselves of behavior and learning
○ Then they will compare it to a set of standards and their past evaluations to check
for progress
○ This helps the student with behavior modification and learning achievements
● It is proven that students make better choices and achieve better results in the learning
area during this intervention

Direct Application to Tier:

● Tier 3 is based on students who could have severe disruptive behaviors that can impede
learning. This being self-monitoring allows a student to see his behaviors and how it
affects his learning.
● It can control a student's unwanted behavior by allowing them to see what they are doing
and how it can reduce their ability to learn causing that unwanted behavior to decrease.
● This intervention shows a student their progress which a teacher can then compliment or
praise, this will positively reinforce the students decrease in the unwanted behavior and
increase the wanted behavior.

How to use the Intervention:

 ● Give a student a sheet as in below and a student can fill out their progress through the
week and this allows the student to see what they need to work on.
● A student being allowed to monitor themselves allows them to realize where they are
going wrong which can trigger an impulse of wanting to fix it
● Expectations need to be clearly stated they can be checklists, charts, pictures visual cues
and many other options but need to explained to the student

Resources(photos, videos, websites,etc.):

KoiEducation. (August 28th, 2013). PBIS - Self Monitoring, Tier 3. [video] Youtube.
https://www.youtube.com/watch?v=cylg1TLQ0eI

Citations (APA-7):
KoiEducation. (August 28th, 2013). PBIS - Self Monitoring, Tier 3. [video] Youtube.
https://www.youtube.com/watch?v=cylg1TLQ0eI

study.com. (2020). What is Self-Monitoring in the Classroom? study.com.

https://study.com/academy/lesson/what-is-self-monitoring-in-the-classroom.html

8. Intervention: Non-verbal Cues

What is the intervention?
● Non-verbal cues are signals used within a classroom to quickly and easily communicate
without any disruption to the class as a whole.
● These cues can be used both by the students and the teacher to communicate different
messages.
● Non-verbal cues can be used to convey a limitless amount of messages and help students
have direct interaction with their teacher at any time.
● Non-verbal cues could be used to convey that a student has a question, needs to take a
break and go for a walk, or really anything that is predetermined by the teacher and
student(s).
● Types of cues include hand signals and cue cards

Direct Application to Tier:

● Non-verbal cues can be used with any number of students but work great as a tier III
intervention because they can be easily established with individual students.
● Tier III interventions are for students who have not connected to already established TIer
I and Tier II supports and need something more.
● For example, a student that needs frequent breaks could have a non-verbal signal that
they use to tell their teacher that they need a break. This would help so that the teacher
can quickly and easily recognize the needs of the student at any point during a lesson.
How to use the Intervention:
● The first step to using non-verbal cues would be to identify the needs of the student(s).
● Next, the teacher should introduce ideas for the signals by talking with the student(s).
● The non-verbal cue can then be used by the student and/or teacher.
Resources(photos, videos, websites,etc.):

URL for picture: http://www.thehappyteacher.co/2018/07/hand-signals-watercolor-classroom-

decor.html

https://www.understood.org/en/school-learning/for-educators/teaching-strategies/behavior-
strategy-nonverbal-signals

Citations (APA-7):

The Happy Teacher. (2020). Hand signals watercolor classroom decor

[Digital Image]. The Happy Teacher.
http://www.thehappyteacher.co/2018/07/hand-signals-watercolor-clas
Sroom-decor.html

Morin, A. (2020). Nonverbal signals: An evidence-based behavior

 strategy. Understood. https://www.understood.org/en/school-
learning/for-educators/teaching-strategies/behavior-strategy-nonverb
al-signals

PBIS World. (2020). Non-verbal cues & signals. PBIS World. https://www.pbisworld.com/tier-
2/non-verbal-cues-signals/

9. Intervention: Social Stories

What is the intervention?
● Helps teach students routines, expectations, and behavioral standards in an alternative
way
● Information presented in a story format
● Reinforces correct behavior
● Provides visual examples of behavior expectations
Direct Application to Tier 3:
● Works well with students on the autism spectrum and those ADD/ADHD
● Helps involves the student in the learning process
● Provides a more personalized and tailored behavioral intervention
How to use the Intervention:
● Can use a pre-made social story or ask Resource Room teacher for assistance creating a
social story
● Create a list or outline of the steps in the routine student needs to work on (asking for
help, starting work)
● Develop a simple sentence to explain the step (“Open your desk and get your book out”)
● Utilize a picture to represent the action, using a generic image or the actual student
performing that step
● When social story is complete review it with the student before they perform the routine
● Slowly wean the student off the social story as they consistently perform the task
correctly
Resources(photos, videos, websites,etc.):
https://www.youtube.com/watch?v=JWtdOANIDcI
The YouTube video shows an example of a social story on how to know when the student should
use their quiet voice and when to use their loud voice.

Citations (APA-7):

Kittredge, A. (2020). Social stories. PBIS World.

https://www.pbisworld.com/tier-2/social-stories/
Quinn, A. (2018, February 7). Quiet voice. A social story [Video]. YouTube.
https://www.youtube.com/watch?v=JWtdOANIDcI

10. Teaching Coping Skills

What is the intervention?
● Activities and strategies that help students manage their feelings in stressful situations
● Coping mechanisms help prevent outbursts and frustration by allowing students to release
their negativity in a constructive manner, therefore channeling positivity
○ deep breathing, counting to ten, talking to a counselor, listening to music, taking a
walk, punching a pillow, think/reflect

Direct Application to Tier 3:

● Students that have difficulty managing their emotions and finding healthy methods of
coping benefit from learning coping strategies in the classroom
● Coping skills can be individualized for specific students since not all strategies work for
everyone

How to use the Intervention:

● The success of coping strategies depend on an individual student’s needs and the
circumstances underlying their behavior
● With all students, maintain a calm presence through active listening and a level tone
● Example: If you notice a student becoming overwhelmed by and assignment or an event,
remind them to take a breather
○ You will have already taught this, but the student will breathe in for 10 seconds
and breathe out for 10 seconds
○ Student can repeat this exercise until he or she feels calmer

Resources/citations:

PBIS World. (2020). Teach coping skills. PBIS World.

https://www.pbisworld.com/tier-3/teach-coping-skills/

Morningside Center. (2011, Nov. 7). Coping strategies: Managing feelings.

Morningside Center.org. https://www.morningsidecenter.org/teachable-
moment/lessons/coping-strategies-managing-feelings