Supporting all students: Creating a tiered continuum of behavior support at the classroom level to enhance schoolwide multi-tiered systems of support

Abstract

The use of a tiered approach provides a structured format for increasing consistency across educators to address the diversity of student needs within a school. The same logic of providing a tiered continuum of evidence-based increasingly intensive supports that is characteristic of schoolwide multi-tiered systems of support (MTSS) can be adapted to individual classrooms to advance schoolwide approaches. Strategies include foundational classroom behavior management at the universal level, the Good Behavior Game (GBG) as a more intensive strategy for students who need additional instruction, practice, and reinforcement beyond the universal practices, and the use of student behavior contracts as an example classroom-based individual-level intervention.