Running Head: TIER 2 INTERVENTION 1

Tier 2 Intervention

Anthony Tang

EDP 405

California State University Long Beach

12/1/21
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In this scenario, Jaffrey is a tenth-grade student who is provocative and destructive. He

has been disrupting Miss Hall's lecture throughout the class by continuously talking to the girls

and taking the students around him. He also showed some behavioral problems bypassing

sarcastic remarks and inappropriate sentences against Miss Hall. Even after confrontation, he

showed no signs of grief, resentment or shame over his actions; instead, he grinned charmingly

and replied to Miss Hall with exaggerated courtesy disrupting the environment of the class. To

deal with the situation, a tier 2 intervention of self-monitoring can be applied to make Jeffery

understand his rude behavior in the class, which is not only deviating him from the studies but

also disturbing other students.

Individuals utilize a variety of abilities and tactics for the analysis and Governance of

their behavior which is known as self-management. Self-monitoring is one of the most widely

utilized categories among the wider self-management categories, including several factors. Self-

monitoring is the most extensively researched component that is widely used in the school-based

intervention. It is defined as the multi-step procedure in which the learner observes the

occurrences and non-occurrences of the behavior and analyses details about those observed

behaviors. Self-monitoring therapies have been efficiently applied for a wide range of activities

which include use in academic achievement, enhancing on-task behavior and increasing the

social behaviors of the students (Wills & Mason, 2015).

Terminating is widely utilized as an intervention for students who have some behavioral

and academic problems and difficulties. These students are usually frequent and aware of their

own actions and how they affect others. Self-monitoring therapies allow the students to

understand the flaws in their behaviors that are affecting others in their surroundings. Students
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learn to recognize and improve their social behavior, which provides a basis for their success in

an educational setting. Self-monitoring therapies are considered one of the most adaptable,

successful and practical tools designed especially for the students in their adolescence and show

some troubles in their academics or social behavior. The efficacy and importance of self-

monitoring lie in its ability to improve the cognitive abilities at all levels of the students from

preschool to their adulthood. It also promotes independent functioning, allowing people with

impairments and disabilities to rely on fewer external cues or decreases their dependability on

others (Loftin & Gibb, n.d.).

Planning and implementation of self-monitoring intervention require five steps:

Identify the problematic behavior: It is considered one of the initial steps for developing a

behavior plan which in this case study is self- monitoring. Identification of the basic activity can

be utilized as a measure which may include a specific behavior that is depicted at a certain time.

In this case, Jeffery's behavior in the class of Miss Hall is the problematic behavior that needs to

be identified. Jeffrey showed disrupting behavior by continuously talking and teasing other

students. Here, Miss Hall can focus on appropriate hand-raising gestures if Jeffrey or any other

student has a question regarding the topic instead of causing a disturbance to other students

during the class. Instead of causing disruptions in the class, Miss Hall can make him monitor

appropriate hand racing if any student has a question regarding the topic. In this way, Miss Hall

can positively reinforce Jeffery's behavior.

Selection of the self-monitoring system: In the classroom setting, self-monitoring

interventions can be implemented in a variety of ways. For the designing of a self-monitoring

device, it is necessary to understand the needs and settings of the student. Considering the
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deviating behavior of Jeffrey, the utilization of a checklist and chat on the desk can be used to

record the behavior. When will the student self-monitor? Every time he raises his hand, or he is

called on the call of the teacher to offer the comments in the class, he will have to check out the

box, which upon the end of class will be collected for data saving in the classroom setting.

Positive reinforcement: Jeffery will raise his hand every time he has a question or wants

to participate in the class. When he had successfully done his task, he would bring the paper to

the teacher, where the teacher would praise him and give him some time to spend on the

computer as a reward and reinforcement to make this a habit. The student will keep track by

checking in the boxes every time he raises his hand for participation in the class or to ask some

questions. He will submit his progress to the teacher, where the teacher will further mark his

recording into her system. This way will help the teacher understand the student's changing

behavior based on the record submitted by Jeffrey and the observation of the student (Loftin &

Gibb, n.d.).

There are different types of monitoring systems that can be used in the classroom setting.

A web-based self-monitoring program is based on the application. This application can be

installed on any Android phone that helps the students to stay on task. In this application, the

time is fixed, which can be a 5 minutes’ interval to monitor the student's on-task behavior. Most

probably, the I-Connect app is considered more efficient for students' self-monitoring (Romans,

2020).

Other gadgets, which include mobile phone technology, can also be used for electronics

off monitoring. Mobile technology can be used to deliver prompts and track the student's self-

recorded behavior sent. Mobile technology amplifies the implementation of Tier 2 interventions
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by being easily available to the students. These days, training regarding mobile technology is

not required because it is easy for the students to learn the utilization of mobile supported apps

rapidly. Various applications can be supported by Android phones, which are being used for

recording the data through self-monitoring (Bruhn, 2017). Paper tracking is another technique

used for recording behavior through self-monitoring. In this, students are provided with some

checklists for the charts on the paper. The students have to check the boxes every time they

exhibit a particular behavior. At the end of the day, the teacher's checklist for the chart paper is

collected. This is efficient because the students can easily understand it. This technique was

applied to Jeffery for self-monitoring (Loftin & Gibb, n.d.).

Implementation of this Self marketing strategy will lead to an increase in their hand

reading behavior of Jeffrey. It is expected that his inappropriate behavior of disturbing the class

by continuously talking or teaching the students around him will be decreased. In this way, class

discipline will be maintained, and the teacher will be spending less time disciplining him while

focusing on the class lecture. With time, his hand-raising behavior will be a routine, most

probably by the end of the school year. The teacher will not have to remind Jeffrey to raise his

hand to earn maximum points to have extra time on the computer because it will ultimately

become Jeffery's habit, leading to a decrease in his problematic behavior. This intervention is

efficient because it provides the students with a maximum level of independence and makes sure

that the teacher is efficiently modelling the student's behavior without any punishment.

Self-monitoring techniques and strategies are targeted at improving the students’

academic and social behavior. These strategies create the abilities among the students that

increase the students' appropriate conduct and behaviors instead of lowering the morale of the

students because of their undesirable behavior in the classroom setting. Even without direct help,
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self-monitoring strategies can help the students improve their abilities due to continuous and

frequent implementation of an intervention that ultimately becomes a part of routine life. In this

case, Jeffery was given an independent choice of earning points through his hand raising

behavior whenever he had some questions or wanted to participate in the class discussion. In

return, he was awarded extra time on the computer with restricted access. Through this

intervention, his behavior of disrupting the class will decrease, and he will start to participate in

the class appropriately by raising his hand actively. This will improve his social behavior and

improve his academic performance because he will actively listen to the class lectures. This

strategy allowed the teacher to address the complexities in the behavior of the students with

efficient intervention.
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References

Bruhn, A. L., Woods-Groves, S., Fernando, J., Taehoon Choi, & Troughton, L. (2017).

Evaluating Technology-Based Self-Monitoring as a Tier 2 Intervention Across Middle

School Settings.  Behavioural Disorders, 42(3), 119–131. https://doi-

org.csulb.idm.oclc.org/10.1177/0198742917691534

Loftin , R. L., & Gibb, A. C. (n.d.). Impact: Volume 18, Number 2: Using self-monitoring

strategies to address behavior and academic issues. Impact | Volume 18, Number 2 |

Using Self-Monitoring Strategies to Address Behavior and Academic Issues | Institute on

Community Integration Publications. Retrieved November 10, 2021, from

https://publications.ici.umn.edu/impact/18-2/using-self-monitoring-strategies-to-address-

behavior-and-academic-issues.

Romans, S. K., Wills, H. P., Huffman, J. M., & Garrison-Kane, L. (2020). The effect of web-

based self-monitoring to increase on-task behavior and academic accuracy of high school

students with autism. Preventing School Failure, 64(3), 249–260. https://doi-

org.csulb.idm.oclc.org/10.1080/1045988X.2020.1732282

Wills, H., & Mason, B. (2014). Implementation of a Self-monitoring Application to Improve On-

Task Behavior: A High-School Pilot Study. Journal of Behavioral Education, 23(4),

421–434. https://doi-org.csulb.idm.oclc.org/10.1007/s10864-014-9204-x
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