A smaller group of students, approximately 1 to 5 per cent, may need more individualised and intensive supports, as well as the tier 1 and tier 2 supports. In many cases, the problem behaviour has become chronic as these students have experienced academic and behavioural difficulties over an extended period of time.
As with the tier 2 level, schools build on the foundations of school-wide universal prevention to support these students. Using data-based decision making to rapidly support these students is important. Interventions focus on creating and implementing individualised behaviour support plans that are linked to the universal system. For example, the individual plans are based upon the school-wide expectations; the identification of students in need of tier 3 supports uses the established data decision making framework.
Intensive and individualised behaviour intervention plans are developed and implemented to reduce the intensity and severity of challenging behaviours. These plans are devised using functional behavioural assessment. This assessment looks at contextual, learning and relationship factors to help explain the purpose of the behaviour. The evidence shows that understanding the function of behaviour is essential to make the problem behaviour ineffective, inefficient and irrelevant.