Abstract
Students receiving behavioral supports in the third tier of the schoolwide positive behavioral interventions and supports (SWPBIS) framework are often identified as having emotional and behavior disabilities. Although educators implement evidence-based practices with fidelity, these practices are not always effective in supporting students with emotional and behavior disabilities to improve their behavior. This article provides an overview of the process of data-based individualization (DBI) to intensify behavioral interventions for students identified as having emotional and behavior disabilities receiving Tier 3 supports. The steps of the DBI process are explained, with a focus on using data to intensify interventions. These practices are examined as components of the broader SWPBIS Tier 3 framework.
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