Tiered Interventions for Students with Developmental Disabilities

Tiered Interventions for Students with Developmental Disabilities

Tier 1 interventions are the least demanding and ordinarily used as the first line of support for people with a developmental disability. They are generally universal in nature and aim to prevent problems from arising in the first phase. Tier 2 interventions are often more targeted and used once problems start appearing. Their purpose is to address specific behaviors or skills causing the problems. Tier 3 interventions are the most exhaustive and are ordinarily utilized when problems get severe and persistent (Kittelman et al., 2022). They are often individualized and intended to address the specific desires of the learner.

Tiered intervention models for learners with disabilities have the following limitations: they can be challenging to implement. Each tier requires different support and interventions, which can be hard to coordinate. They can also be time-consuming, which can be an issue for schools already struggling with limited resources. Lastly, they can be perceived as punitive at times, as they always involve increasing levels of scrutiny and intensity. Such can be problematic for learners who already feel isolated and stigmatized (Kittelman et al., 2022).

The limitation could be altered to support learners with diverse needs by ensuring the interventions are developmentally suitable. Accordingly, they should be founded on the specific wants of the learners and be tailored to their individual skills. Secondly, the interventions should be culturally relevant, meaning they should be based on the learners’ cultural backgrounds and responsive to their specific wants (Lee et al., 2021).

Positive reinforcement can be used to promote desired behaviors in students with developmental disabilities. It can be executed through privileges or giving rewards or gifts. Secondly, negative reinforcement can be used to discourage undesired conduct among learners. It is done through the removal of privileges or punishments. Similarly, School-Wide Positive Behavior Support Interventions (SWPBIS) can be used to educate new behaviors and skills among learners with disability. It can also be used to promote good behavior and discipline among learners through practice, reinforcements, and modeling (Lee et al., 2021).

References

Kitterman, A., Mercer, S. H., McIntosh, K., & Hoselton, R. (2022). Optimal timing for launching installation of Tiers 2 and 3 systems of school-wide positive behavioral interventions and supports. Journal of Positive Behavior Interventions, 24(3), 171–182.

Lee, A., Gage, N. A., McLeskey, J., & Huggins-Manley, A. C. (2021). The impacts of school-wide positive behavior interventions and supports on school discipline outcomes for diverse students. The Elementary School Journal, 121(3), 410–429.

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Tiered Interventions for Students with Developmental Disabilities

Using tiered interventions for students with developmental disabilities is widely debated.

Tiered Interventions for Students with Developmental Disabilities

Describe Tier 1, Tier 2, and Tier 3 interventions and how they are useful in supporting students.

Discuss three limitations to tiered intervention models for students with disabilities.

Suggest how this could be altered to support students with diverse needs.

Discuss how School-Wide Positive Behavior Support Interventions can be incorporated to support students with disabilities.

Watch the Unit 9 Lecture.