SEPTEMBER2002

What are some effective behavioral intervention strategies that work in schools? (Part 1 of 3)

This question is asked most frequently, and it does not have a short answer. Current research supports several different effective models of interventions. To provide communities with a comprehensive response, information and resources for this question will be posted over the next three months. This month, we focus on Prevention. In October, we will address early intervention and in November, intensive interventions. In addition, resources will be provided on the resource section of this web site, and the consultant pool call for September will address this topic. (See TAP web site for more information.)

The Three-Tiered Model for Prevention, Early Intervention, and Intensive Interventions

Three major levels of intervention programs should be included as part of a comprehensive school plan. Each level addresses the needs of a different group of students and has different strategies. A comprehensive program should incorporate prevention programs, early intervention programs, and intensive intervention programs. In the Action Guide (Dwyer & Osher, 2000), this three-level approach to preventing violence is depicted as a triangle with three layers. The bottom layer is prevention, which builds a schoolwide foundation for all students; the middle layer is early intervention for some students; and the smallest, top layer is intense interventions for a few students.

Prevention* 

It is important for programs included in the comprehensive plan to address the welfare of all students, not only the relative few who express some need of intervention. Schoolwide Positive Behavior Support is a set of strategies and systems to increase the capacity of schools to (a) reduce school disruption and (b) educate all students, including those with problem behaviors. A prevention program should be directed at the whole school community and should include the following components: 

• Compassionate, caring, respectful staff who model appropriate behaviors, create a climate of emotional support, and are committed to working with all students

• Developmentally appropriate programs for all children that teach and reinforce social and problem-solving skills

• Teachers and staff who are trained to support positive school and classroom behaviors

• Engaging curricula and effective teaching practices

• Child- and family-focused, culturally competent approaches

• Collaborative relationships with families, agencies, and community organizations

Examples of prevention activities include the posting of school rules and expectations, buddy program for new students, substance abuse education, support for transitions, social skills curriculum integrated into major subject content, peer mediation, peer tutors, community volunteers, good communication with families and community agencies and homework clubs. In addition, teachers define and teach expectations, monitor expected behavior, acknowledge expected behavior, correct behavioral errors (continuum of consequences), and use information for decision-making.

*Excerpts from a Technical Assistance Guide for Linking Mental Health Services and Social Services to Schools (Osher & Keenan, in press)