How do RtI and MTSS frameworks apply to behavior?

The RtI/MTSS framework applies the tiered approach proactively to teach, support, and reinforce positive behaviors. The goal of the tiered approach to behavior support is to create a positive school climate where students learn expected behaviors just like they learn academic subjects. This tiered approach is often called Positive-Behavioral Intervention and Supports (PBIS) or School-Wide Positive-Behavioral Intervention and Supports (SWPBS)

The goal of RtI/MTSS and PBIS frameworks is to prevent behavioral issues in schools. It begins with clearly defining and teaching school-wide behavioral expectations. PBIS systems establish systems to define, sustain, and reward positive behavior choices made by students. PBIS has a system for consistent, predictable, and instructive consequences for students who make poor behavior choices. This systematic tiered instruction includes social-emotional learning (SEL) into school activities and daily instruction. It might look like a weekly SEL lesson or theme of the week. PBIS and tiered behavior supports are also supported with a hive mind. All teachers, staff, and administrators must be on board. Teachers must use classroom management strategies universally across all learning settings.

Like instructional RtI and MTSS systems, PBIS and RtI/MTSS behavior systems collect data. Tier 1 instruction is what happens in the school and classroom, including expectations for all students and has rewards in place for all students. Tier 2 instruction occurs based on data analysis and support when needed. The goal of Tier 2 instruction is to provide focused support for students identified as being at-risk for more externalizing behavioral challenges. Tier 2 intervention might include evidence-based interventions that are delivered to small groups with similar needs that include social skills or role playing. Some examples of Tier 2 interventions might be Check-In/Check-Out (CICO) programs, mentoring programs, social skills groups (teaching specific skills like anger management or friendship), or targeted academic support if behavior stems from frustration. In Tier 2 behavior intervention, there is increased adult feedback and monitoring. CICO point sheets or checklists can be helpful in cases where students need Tier 2 support from a dedicated specialist where the student checks in and out with a specific person each day with their point sheet. Once a pre-determined number of points is earned, the student can pick a reward of their choice. This type of system requires a predetermination of both points earned and rewards to be earned. It is most effective with student input, no matter the age of the student, and can be incorporated within any PBIS system. Here is an example of a CICO checklist  from PBIS Apps.

Tier 3 Behavior Intervention

For students that might need more intensive individualized support that have not responded to Tier 1 and 2 behavioral intervention, Tier 3 intervention would be warranted. The goal of Tier 3 intensive behavioral intervention is to deliver highly tailored and intensive interventions for students with substantial, continuing behavioral difficulties that haven’t improved with Tier 1 and Tier 2 supports.

Students who need intensive Tier 3 behavioral support might benefit from individualized counseling or social skill-building.   A student who needs Tier 3 behavioral support might have an individualized plan where counseling or social-skills lesson building time is written into a behavioral strategy plan that supports the students’ needs. Data might be taken during these behavioral support sessions to note the students’ progress on social skills or behavioral progress. These may be called behavior action plans.  Adjacent to this, students with behavioral needs may be referred for a special education evaluation to determine eligibility for a behavioral disability. In all cases, there should be collaborative effort between teachers, administrators, counselors school psychologists, and potentially outside agencies to meet needs around social, food, housing, or employment insecurities that may manifest in the classroom as behaviors.

Visit this IRiS Module to learn more about behavior management plans.

Watch this video: AIM: RtI, MTSS, and Behavior

YouTube Video: “How can a school begin to incorporate behavior interventions into their RTI framework?” by MTSS Center American Institutes for Research