Definition of Intervention

To define the term intervention, this means  to pry, to restrain or to avert  the outcome
of a course especially if this process is to cause harm to an individual. To get involved
in situations that may seem difficult simply to stop something from happening.

Definition of Classroom Intervention

A classroom intervention is a step by step procedure  or a step by step plan  that a
teacher uses for her students. This procedure helps a student improve in areas that
she or he is struggling with. How this is done will be discussed later in this article.

Classroom Strategies to Use

As any teacher may tell you, a good strategy is enough to keep students in check and
in line. Here are some strategies that you can use. Followed by some Classroom
Intervention Techniques to use.

 Emphasize behavioral management in the classroom – giving a set of rules

for students to follow can actually help them know how to behave inside and
outside of the classroom.

 Encourage learning – your students may sound or seem shy at first.

Encouraging them to speak up and learn with you can help ease the problems.

 Model what you teach – It doesn’t only help that you teach your students the
things they need to learn. It is also best if you model what you teach. If you are
teaching them the value of honesty, model it. Your students, especially children
are very observant, use this as a tool to help you.

 Play educational games – playing educational games can also be a good

strategy to use to coax a shy student. Games that can help them with social
skills, can also be used to learn something. A win-win situation.

 Work as a team with your students 

Classroom Intervention Techniques

Moving on, here are some classroom intervention techniques  you can use to assess
your students. Find the problem and nip it from the bud.

 Clarify your objectives – make sure your objectives cater to your students, and
their needs.

 Set a goal – What are you planning on doing once you have your objectives?
Set a goal that fits the problem and find a way to fix it. Again, your goals must
cater to the needs of your students.

 Monitor Progress – Regardless of how small the progress is, monitor

everything . See if there is any difference since you started with the intervention.
  Give some feedback – Be specific with your feedback . Write everything down,
be honest with your feedback as this will help you with your continuous
interventions.

 Give Directions- Your directions have to fit the intervention strategy you are
using for your students.

 Make a reflection- Reflect on the strategies, plans, objectives, and outcomes

that have been achieved. In addition to that, you may also add the outcomes
that have not been reached yet and find another way to reach it.

Why is an intervention strategy important?

The reason for having an intervention strategy for your class is to maintain the balanced
atmosphere of your class. It is also to find problems that may arise within your students, and to
nip them in the bud before they get worse.
What is the difference between intervention and strategy?
Intervention means to stop the outcome of a situation or a condition. To prevent something bad
from happening to someone. While a strategy is a carefully thought out plan or method.
What should I write in my feedback?
Your feedback should consist of the things you have observed from your student and the
strategies if they are suitable for the student or not.

It goes without saying teachers are often called as the second parents to their students. Especially when
it comes to the utmost care for a student’s education. Teachers often go through great lengths to teach
students and to leave no student behind. The simplest of actions  a teacher or any individual can do
should benefit not only themselves, but to the student or students as well.   But what we don’t see is
the intervention  a teacher does inside the classroom. These kinds of interventions can be little and
unseen to huge and noticeable. In addition to that, these interventions range from behavioral to
educational.

https://www.theedadvocate.org/types-of-classroom-interventions/
Today’s children face a multitude of challenges and pressures that did not exist thirty years ago. According to
the National Institute of Mental Health, emotional and behavioral disorders affect 10-15% of children
worldwide. This harsh reality means today’s teachers must learn how to proactively identify behavioral and
academic areas of need and address them before students fall behind. Effective classroom intervention
strategies equip teachers with structured methods for identifying areas of weakness and helping students
increase academic proficiency.

What Is Intervention in Education? 

In general terms, classroom intervention is a set of steps a teacher takes to help a child improve in their area
of need by removing educational barriers. There are four key components of classroom intervention:

1. Proactive: Deals with areas of need before they become a larger obstacle to education.
2. Intentional: Specifically addresses an observed weakness.
3. Formal: Uses targeted methods for addressing specific needs and tracks progress.
4. Flexible: Adjusts methods based upon the needs of the student.

In the classroom, teachers may observe and identify problems with a student’s behavior or academic
performance. Sometimes, the same child needs improvement in both areas. Although often connected, these
issues are addressed using different types of interventions. 
Behavior interventions address a child’s problem behavior at school, like disrupting class, refusing to do
homework, unresponsiveness, inappropriate language, and aggression. When using this method, teachers
work to determine the driving force behind a student’s wrong action. They may use a  functional behavior
assessment to aid in this discovery process. Once the motivating factor behind the behavior is identified,
teachers can construct an effective behavior intervention plan for teaching more appropriate behaviors while
meeting the child’s needs.

Instructional interventions, also called academic interventions, deal with a student’s academic problem areas,
like reading, math or another subject. For example, when a child struggles with reading skills, educators will
employ reading intervention strategies. This type of intervention involves more detailed tracking of progress
and frequent adjustments to reach a student’s optimal academic proficiency. The instructional intervention
definition also includes Response to Intervention, which involves three tiers of intervention that become
increasingly intense while attempting to address the child’s core academic need. 

Special Education and Classroom Intervention

Although classroom interventions are frequently used in special education, they’re not a form of special
education. Interventions help classroom teachers identify the early signs of learning disabilities, but that is not
their only or primary use. Today, instructional and behavioral interventions are used to identify and remove
obstacles that hinder a student’s academic progress.

Benefits of Classroom Intervention

The goal of RTI is to restore students to the general education classroom. When schools and teachers
implement and follow effective Response to Intervention strategies, a larger number of students meet grade-
level expectations at the Tier 1 level. 

RTI also conserves special education resources. Because many students who perform below grade level do not
have learning disabilities, classroom intervention strategies frequently reduce the number of students who
are referred for special education evaluations. When classroom interventions address both behavioral and
academic issues and restore students to proficiency in the general classroom, schools can focus their special
education resources on those children who genuinely need them. 

Importance of Implementing Classroom Interventions Correctly

Inevitably, challenges arise when implementing intervention in education. The program must be developed
and supported by the school administration and requires continuous oversight. The importance of
intervention in education is widely established but must be implemented effectively to impact student
learning.

To be effective, schools can follow these simple tips for a successful RTI Program:

 Assess current core curriculums to ensure no systemic problems on this level.

 Provide proper support and training for teachers.
 Give clear expectations for core instruction and intended results.
 Track program progress to ensure students’ academic proficiency is growing.

When a classroom intervention program is established, managed and utilized effectively, the benefits are felt
at every level, and students are given the opportunities they need to succeed in their education. You can play
a pivotal role in supporting classroom intervention programs and other emerging topics in education by
earning your bachelor’s degree online with Notre Dame College.

Intervention’. If you work in a school, you’re likely to hear the term used innumerable times a
day. Now an intrinsic part of school life, interventions in education allow teachers and
teaching assistants to address any gaps in a child’s progress or attainment. Once a need has
been identified, effective interventions can then be used to overcome any barriers in the
child’s learning.

What are Interventions in Education?

In educational settings, interventions are often used to describe a focused teaching
session, which is a deviation away from existing teaching practice. Interventions in
schools can be one-to-one or delivered as a group. The aims of the program will have been
carefully created by a teacher or teaching assistant based on a key area of need. For
example, inference in reading, or units of time in maths. Interventions should be delivered
alongside Quality First Teaching, and are often used to support children with SEND.

Many issues children face in their learning are inter-connected. It might be that a child is
displaying concerning behaviour, and is falling behind academically, so each intervention
needs to address each individual’s specific areas of need.

As a result, some interventions are targeted and put in place to address a certain weakness.
These interventions are likely to be more formally monitored to track the child’s progress,
whereas other interventions are more flexible, and adjust according to the changing needs of
the student.

Some interventions can be costly and time-consuming. In order to be effective, there needs to
be a demonstrable impact, so structuring interventions requires strategic thinking.

Types of Intervention in Schools

There are many different types of interventions in schools. Let’s take a look at the most
commonly used intervention strategies:

BEHAVIOURAL INTERVENTION
If a child is displaying concerning behaviours, or has an education, health, and care plan
(EHCP) which highlights behaviour as a key area of need, students may work with staff on a
behavioural support intervention.
COLLABORATIVE
Group interventions allow students to understand new or existing subject content through
team discussion and group work. In this way, students can listen to, respond, and consider
their peers’ differing thoughts in a collaborative environment.
ONE-TO-ONE
Usually targeted at students whose progress in a core area has dipped, or children with more
complex SEND needs, one-to-one interventions provide children with the opportunity to work
with a teacher or teaching assistant outside of the classroom. These sessions bring great
scope to accelerate progress through focused and personalised target setting. One-to-one
interventions often involve two or three short sessions per week that tend to run on a termly
rota.
CLASSROOM-BASED
As their title suggests, classroom-based interventions often take place to support learners
within their classroom environment. Working with the teacher or teaching assistant, students
will be selected to work through a new concept or idea in a more structured and supportive
way. Classroom intervention strategies often minimise the number of students who are
referred for further special education needs assessments.
SOCIAL, EMOTIONAL AND WELL-BEING
Not all interventions focus on academic data. When students are experiencing trauma, or
have experienced loss, they may not be willing participants in the learning process. If students
need support with their mental health or general wellbeing, social and emotional interventions
offer students a safe space in which to explore their thoughts and feelings.
PEER TUTORING
Common in most education settings, peer tutoring gives a more experienced student the
chance to work with a peer who may be struggling, or needs further support. Both parties
often benefit socially and personally from the experience, and if well organised, they can have
a demonstrable impact on progress too.
METACOGNITION AND SELF-REGULATION
These interventions inform students how we learn, and help them to think more explicitly
about their own learning. Often focusing on self-management and evaluation, or analytical
skills, these sessions overview strategies students can use for setting goals, monitoring their
progress, and summarising their learning.
HOMEWORK
Homework is thought to be most beneficial when it covers material that has been taught that
day, although many schools use homework when introducing new learning. Secondary school
homework is deemed generally more effective than primary school homework, which has a
much lower impact rate.

Why are Effective Interventions Important in Schools?

Interventions can be an incredibly beneficial aspect of school life.

Using a structured intervention, teachers can swiftly close progress or attainment gaps in a
key area. They can also see the demonstrable impact of their practice, and share it with the
child and their parents or carers.

Challenging behaviour in the classroom is one of the greatest barriers to learning. But
behavioural interventions can help to address low-level behaviour, and, as a result, build
relationships in the classroom, therefore improving the teaching and learning experience for
the teacher and pupils.

When pupils fall behind their peers, they can begin to lose confidence. Implementing
interventions can help to build a child’s self-worth, as well as their academic understanding.
Equally, interventions often take place in a nurturing, safe environment, which can positively
contribute to students’ overall wellbeing.

How Might Teachers Plan Effective Interventions?

In order to plan an effective and impactful intervention, you must first identify what it is you
wish to achieve. The outcome you decide upon should ideally be monitorable, so that you
can demonstrate the impact of the programme. At this stage, it may also be worth discussing
any previous interventions you’ve used in order to unpick their success rates. If we prioritise
interventions within the teaching and learning policy, then they’re more likely to have a
sustainable impact.

Work with a colleague to consider:

 What will we be doing?

 Why are we doing it?
 How will we implement the intervention?
 Will we be able to monitor the process, and if so, how?
 And to what aim?

Once you have selected the child or children for the intervention, next look holistically at the
provision in your school. What can you realistically offer? Who will deliver the session?
Where? At what point in the day?

When you’ve addressed any logistical barriers, strategic planning will then be needed to

address any challenges you may face. For example, staff may need to increase their
knowledge and understanding prior to delivering a particular intervention. Keeping staff
motivated and enthused will be crucial in the programme’s success. Additionally, a potential
challenge may be that children are involved in too many interventions, which may simply lead
to students feeling overwhelmed, negating any form of progress.

Before you begin the programme of intervention, remember to organise a baseline

assessment, so staff can effectively monitor the child’s outcomes.

Throughout the sessions, consider how any members of staff involved will feedback on
progress and target setting. And finally, when it comes to assessing outcomes, ensure you
have collected tangible evidence of the intervention’s impact. This could be an increased
reading age, or a journal created by the child, reflecting their increased understanding of
strategies they can use to improve their wellbeing.

If the intervention was a success, try to make time as a team to discuss why. Share the
practice with the rest of the school, and consider whether the programme could be rolled out
across other year groups.

This handy guide from the Education Endowment Foundation (EEF) allows you to compare
which interventions are most impactful, based on evidence strength, impact and cost.

Examples of Classroom Intervention Strategies

Interventions in the classroom may take many different forms.

It might be that a group of children are struggling with a particular concept. The teaching
assistant might then work with those particular children to spend time consolidating their
knowledge of shape before they move further into the topic.

Equally, a collaborative intervention might take place in class to deepen and strengthen
students’ knowledge and understanding of a poet’s techniques and language use.

A teacher’s ability to identify early areas of need within the classroom can prevent any
learning issues from becoming bigger barriers to education.

How to Create a Successful Intervention: Top Tips

1. Make it fun

To grab the children’s attention, and make the learning experience memorable, make the
sessions fun wherever possible. Get outside and use nature to practise symmetry, or use
drama when analysing characters in fiction. 

2. Link to wider learning

In order for the children to make links between key concepts and subject areas, try and link
the content to wider class learning.

3. Timing is key

With regard to neurodiversity, a student with ADHD, for example, may resent being taken out
of a creative subject they love and excel in, in order to make progress in a subject they find
challenging.

4. Personalise the sessions

Every child is unique. They all have differing areas of need, and different skills and talents. As
a result, when planning an intervention, try and tap into what it is that will really spark their
interest and keep them motivated.
5. Consider staff wellbeing

If staff are running intervention sessions at the weekend or in the evening, speak with them to
ensure they are all fully invested in the programme and want to use their time in this way.
Planned well, ten-minute interventions can be just as impactful.

6. Play to your strengths

Use staff in a strategic manner by playing to their areas of strength. As a team, work out
where your skills and interests would be best placed when delivering a specific intervention.

Creating an intervention in school can seem challenging. But if the programme is created in a
structured and strategic manner, the chances of it being successful are much higher.

Yes, interventions involve budgets, monitoring, and data, but at the heart of every programme
is the child. Effective interventions help today’s young people navigate whatever challenges
they may face, and your role can be crucial in helping them to reach smoother seas.

Intervention strategies
Strategies for plugging the gap in student learning in order to maintain continual
progress.
Intervention strategies – additional targeted strategies (such as remedial instruction, differentiated curriculum
and scaffolding) that are implemented when learning gaps put a student at educational risk.

Every teacher is responsible for monitoring and assessing the progress of their students so that action can be
taken if any issues are identified. If a student misses an instruction or does not understand part of a task,
learning might come to a halt unless the teacher intervenes. These types of interactions are the ‘bread and
butter’ of the modern teacher, and most issues are easily and quickly addressed. Intervention strategies can
range from a few minutes of one-on-one support to long-term, scheduled remedial instruction.

Most interventions are teacher-led, short-term or one-off actions that address the issue quite easily and quickly.

In some cases, the standard support mechanisms that teachers rely on fail to adequately address the growing
gaps in an individual’s development and progress. When these gaps are identified, something must be done to
arrest the widening and expanding gap between where the teacher wants the student to be and where they
actually are. Intervention strategies are implemented when the teacher determines that a concerted effort is
required to address a potentially serious learning-related issue. Often these issues are systematic, they have been
present for some time, they are related to core foundational skills, they are highly specific, and they are unlikely
to be resolved without targeted additional support.

Intervention strategies can range from a few minutes of one-on-one support to long-term, scheduled remedial
instruction.

In most cases, students fall behind for reasons that are not overly concerning and a basic intervention is all that
is needed. This may be in the form of a few one-on-one sessions with the teacher to ‘catch-up’ to the rest of the
class. Students fall behind for a myriad of reasons such as short-term absenteeism, trauma, issues at home, grief
from the loss of a loved one, illness, injury, or if they simply ‘don’t get’ a topic. Sometimes a new peer group or
even a new teacher can result in a temporary drop in performance.

Most interventions are teacher-led, short-term or one-off actions that address the issue quite easily and quickly.
However, some interventions are large-scale, government-directed, systematic programs complete with
additional resources such as specialist teachers.i These types of programs are a key ally of governments who
have pledged to improve students’ literacy rates. Such programs are usually tiered systems that begin with
minor teacher interventions and progress to higher levels of more concerted action for more serious problems. A
typical intervention program may follow a procedure like the one listed below.

 Level 1: The most common form of intervention by far; the teacher uses a range of standard strategies,
makes minor adjustments (differentiation) and monitors student performance closely. This level of
intervention is not part of any formal planning documentation and adjustments are made on the fly. The
 student follows the same activities and uses the same resources as his or her peers. The teacher tries to
address the identified issue without any formal intervention process although the student, teacher and
teacher aide are keenly aware of the problem. If the issue is addressed, no further action is taken other
than ongoing monitoring, as happens with all students. This type of intervention happens regularly
(daily) and is nothing to be concerned about. Parents are rarely contacted at this point unless the teacher
notices a pattern.
 Level 2: The teacher uses differentiated instruction (also referred to as an ‘accommodation’) to make
changes to resources and strategies specifically targeted to the needs of the individual student. Unlike
level 1 which happens on the fly in most cases, the teacher decides to devote time and energy to
developing resources, planning, monitoring, assessing, providing feedback and working one-on-one with
the student. The teacher might ask parents to provide additional learning opportunities at home such as
reading or writing activities each night.
 A teacher’s aide or another specialist may be assigned to work with the student on a regular basis.
Alternatively, the classroom teacher may dedicate additional time to work with the student either in class
or in separate, scheduled sessions. The student may undergo tests for potential disorders such as
processing or developmental disorders, as well as potential physical issues such as hearing and sight
impairment. Parents are involved throughout the process. Many students will occasionally fall into level
2 at some stage of their education.

The key is to identify specifically what the issue is so that is can be addressed with targeted strategies.
For example, no student has issues with ‘reading’ per se, however they may have issues with phonemic
awareness and specifically one or more sounds. They may have issues with spelling, processing (maybe
a mild undiagnosed disorder), visualisation, whole words, sight words, pronunciation, an
underdeveloped vocabulary and so forth. Just saying that a student has problems reading fails to identify
and address the actual problem.
 Level 3: Students at this level have gaps in their development that are extremely concerning and which
(without remedial instruction) have the potential to inflict irreparable damage to their long-term
education. This is the highest level of intervention and involves specialist staff such as literacy teachers.
A targeted remedial program is developed and implemented for 3-12 months. Students may also be
placed on an individual education plan which outlines a series of agreed strategies with the goal to tackle
the issue as often as possible (for example, a constant emphasis on reading even in science, maths and
PE for maximum exposure and opportunities to practise).

Student Intervention Plans and Strategies

When students experience challenges in academics or behavior you may need to put an intervention plan in
place to get them back on the right track. In the classroom, interventions are activities that you would use to
help students become successful in their classwork or decrease negative behavior towards others. They should
be a team decision, based on students' needs and available resources.
Plans may target academic or behavior challenges. Academic challenges are issues the student may have in
areas like reading, math, science, and social studies. Behavior challenges may include lack of social skills,
fighting, disrespect for authority, or disrespect for peers. Several interventions that may be used are: personal
educational plans, behavior contracts, and behavior intervention plans.

What are behavioral supports and interventions? 

The PBIS framework fits within a multi-tiered system of supports (MTSS) and interventions that
allow educators to target and aid all students, regardless of their needs.  

 Tier one supports are universal supports that address most students’ needs.  
 Tier two supports are more targeted and focus on 10-15% of students who may need more
support or additional interventions from Tier one.  
 Tier three supports are in place for about 5% of students who may need intensive
intervention.  

9 Examples of Positive Behavioral Interventions 

Here are nine specific examples of PBIS interventions that you can use in your classroom to
reinforce positive student behavior and expectations. 

1. Routines 
Set clear routines for everything you would like students to do in your classroom, rather than
assuming that students know your expectations. Be sure to demonstrate how you would like things
to be done. Although it can be tedious, this is key to building a classroom environment that is
consistent and predictable.  

When building and executing classroom routines, remain explicit so that students clearly
understand your expectations. Give students multiple opportunities to practice classroom routines,
provide ongoing support for routines and behaviors, reinforce expected behaviors, and explain the
consequences if students do not meet expectations.  

For example, you may create hand signals for common student requests like getting water or going
to the restroom or a simple gesture to use when students should wait for their turn to speak. 

2. Breaks 
At times, students may become overwhelmed or overstimulated, leading to unregulated behavior
choices. Students may benefit from a three- to five-minute break to reset and get focused. Consider
allowing students to rest and reset before a starting new activity or transitioning to a new task.  

Use breaks as a time for self-management and self-regulation. Self-management allows students to
pause, reflect, and adjust problematic behavior. Helping students build these skills will let you get
back to teaching and learning as quickly as possible. Breaks also help students build skills to self-
regulate by assisting the students in determining when their behavior is impulsive and getting back
in the mindset to learn.  

For example, you can use breaks for meditation, breathing exercises, or movement exercises that
help center and settle the student’s mind and body. 

3. Silent Signals 
Create silent signals to remind your students to pay attention and remain on task. These signals can
be for your whole class, or you can establish unique signals for a particular student who needs extra
behavioral support.  

Silent signals are an effective intervention because they quickly reinforce behavioral expectations
with minimal disruption. You can come up with signals for your class, or you all can create signals
that work best for your community together. Additionally, you can create signals to express your
expectations for your students, and you can also come up with signals to allow your students to
express their needs to you. 

4. Proximity 
Proximity is another helpful silent intervention for teachers to redirect student behavior. By getting
physically closer to a student, you can get them on-task without giving verbal instructions.  

Use proximity when teaching a lesson, during independent work, or in transitions to a new task.  

Make it a habit to circulate your classroom while students complete tasks to keep them focused.   
5. Quiet Corrections 
When students are off task, they often seek attention. Teachers need to remove the stage when
addressing them. Quiet corrections allow you to control the situation and keep the public stage out
of the student interaction. 

Quickly and quietly bend down and whisper to the student what you would like them to do and the
consequences they will receive if they don’t meet that expectation, then move away. If the student
still does not meet this expectation, the next step is the consequence.   

6. Special Tasks 
Problem behaviors affect your classroom and other students. If you notice a student has a
behavioral challenge at a specific time of the day, consider giving them a task or errand to complete
for you. For example, you may have them send a message to another teacher.   

Special tasks will give the student a chance to reset and come back and join the class. Consider
ways to encourage leadership and peer interaction by pairing the student up with a classmate as a
helper on an academic task. This communicates that you are willing to provide support while
encouraging interactions that help build community. 

7. Positive Phrasing 
As teachers, it’s easy to get into threatening students with statements like, “If you don’t…then I
will….” This type of phrasing is negative reinforcement and often creates tension. Instead,
positively reinforce the target behavior. When doing so, students are encouraged to demonstrate the
behavior you want to see consistently.   

Do this when establishing class rules. For example, try phrasing a class rule by saying, “we always
walk in the hall” instead of saying, “don’t run in the halls.” 

Here’s another example teachers can use if a student is not completing their homework. Instead of
saying, “if you don’t complete your homework tonight, you will stay inside and complete it at
recess tomorrow,” say, “if you finish your homework tonight, you will get to go outside and play
with your friends.” Both express the need to complete homework, but the second statement can
encourage a behavior change more effectively.  

8. Behavior Statements 
Simply state the appropriate behaviors you want to see or acknowledge students who meet
expectations right away. This rewards positive behavior and repeats the expectation for students
who may not have heard the first time.  

For example, when students are lining up and all of them are not ready, you can quickly state the
specific behavior that some students are doing correctly. In no time, other students will mimic that
behavior to receive positive praise. It is essential to acknowledge and praise appropriate behaviors
in your classroom constantly.  

9. Tangible Reinforces 
Rewards are an effective way to encourage positive behaviors. Rewards can be snacks, toys, or a
fun activity. Many educators choose to give free or inexpensive rewards that can fit into tight
budgets. Be sure that you set clear guidelines for how to earn rewards. Set realistic goals so
students can earn the reward consistently and maintain motivation. Get student input so the rewards
are items or activities that the student desires.   

Get Started with Positive Behavior Supports & Interventions 

Teachers, staff, and administrators all have challenging jobs. We must guide and mold the future
leaders of our communities towards academic excellence. When adequate behavior supports and
interventions are in place, educators can discourage and avoid disruptive behavior that detracts
from teaching and learning.  

Ultimately, we want students to make positive choices to successfully meet positive behavioral and
academic outcomes. It is crucial that students receive the necessary interventions and supports to
make this possible. It is equally important for teachers and staff to receive the proper training and
have the right tools to do so.   

Unified Classroom® Behavior Support helps educators manage social and emotional learning
(SEL) and multi-tiered systems of support (MTSS), like PBIS, to help improve student well-being
and school culture and achieve more equitable outcomes. With tools, strategies, and resources
designed to support your school team, you can transform your school culture with practical
implementations of PBIS and provide behavioral support for all students.