A smaller group of students, approximately 1 to 5 per cent, may need more individualised and intensive interventions, as well as the Tier 1 Universal preventions and Tier 2 Targeted interventions. 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 Tier 2 Targeted interventions, 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 link to the universal system. For example, individual plans are based upon the school-wide expectations; the identification of students in need of Tier 3 interventions follow the established data-decision making framework.
Moving from Tier 2 to Tier 3 supports indicates an increase in the intensity and/or frequency of student problem behaviour, and the need for more intensive behaviour support. (Deanne Crone, Leanne Hawkin, & Rob Horner, 2015)
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 assessments. These assessments look at contextual, learning and relationship factors to help determine 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.
Crone,D.,Hawken,L. & Horner,R.(2015). Building Positive Behaviour Support in Schools: Functional, Behavioural Assessment.