Journal of Emotional and Behavioral Disorders

jebd.sagepub.com Multitiered models of prevention such as positive behavior interventions and supports (PBIS) and response-to-inter-vention (RtI) have been adopted by schools across the country to help meet the needs of all students. In these models, data are used to determine the level of support for each student. The support continuum follows a three-tiered approach, including Tier 1 (i.e., universal), Tier 2 (i.e., tar-geted), and Tier 3 (i.e., intensive) levels. As the school-site team monitors the progress and outcomes of the Tier 1 plan using academic and/or behavioral data, students are identi-fied for more targeted supports (e.g., small group instruc-tion, check-in/check-out [CICO] procedures). The most intensive supports (Tier 3) interventions (e.g., functional assessment-based interventions, one-on-one tutoring) are reserved for students exhibiting the most resistance to Tier 1 and Tier 2 efforts. As students ’ needs change over time, so does the level of support provided. However, students receiving Tier 2 and Tier 3 supports continue to receive access to the Tier 1 prevention plan, as this is the founda-tion of Tier 1 prevention—delivery to all students. In light of the resource-intensiveness of Tier 3 interventions, one goal is to reduce the number of students requiring Tier 3 support. A possible method for achieving this aim is to first place students in a more efficient Tier 2 intervention. Because 10 % to 15 % of the school population may need Tier 2 support, these types of interventions must be effi-cient, practical, and feasible to implement