A Review of Tier 2 Interventions Conducted Within Multitiered Models of Behavioral Prevention

• Published in: Journal of emotional and behavioral disorders Vol. 22; no. 3; pp. 171 - 189
• Main Authors: Bruhn, Allison Leigh, Lane, Kathleen Lynne, Hirsch, Shanna Eisner
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.09.2014; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Academic Achievement; Behavior Assessment System for Children; Behavior disorders; Behavior Problems; Child psychology; Coding; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Educational Research; Efficiency; Emotional disorders; Interpersonal Competence; Intervention; Literature Reviews; Measurement; Measures (Individuals); Outcomes of Treatment; Prevention; Secondary school students; Student Needs; Systematic Screening for Behavior Disorders; Tests; United States (Pacific States); United States (South); Validity; Woodcock Johnson Tests of Achievement; Woodcock Reading Mastery Test; secondary; targeted; Tier 2; intervention; behavior
• ISSN: 1063-4266; 1538-4799
• DOI: 10.1177/1063426613476092

To support students’ academic, behavioral, and social needs, many schools have adopted multitiered models of prevention. Because Tier 3 interventions are costly in terms of time and resources, schools must find efficient and effective Tier 2 interventions prior to providing such intense supports. In this article, we review the literature base on Tier 2 interventions conducted within the context of multitiered prevention models evidencing a Tier 1 behavioral plan. Article selection and coding procedures are described and results are presented. Finally, we summarize our findings of four research questions, reflect on limitations, and offer suggestions for future inquiry.