Problem Solving Team Intervention Suggestion Form
Step 1: Consider function and select a relevant intervention
Reason for Behavior
Problem
Classwide
Acquisition
Proficiency – Gains
Something (e.g. Attention)
Proficiency - Escape
Generalization
Reason for Academic
Problem
Acquisition
Proficiency - Accuracy
Proficiency - Speed
Generalization
Sample Behavior Interventions
Good Behavior Game
Response Cost Raffle
Say, Show Check
Sit and Watch
Noncontingent Reinforcement
Behavior Contracts
Check In Check Out
Choice of Task Sequence
Antecedent Modifications (Individual or Classwide)
Instructional Match (if academic escape)
Incorporate Functional Mediators
Reinforce Natural Occurrences
Sample Academic Intervention
Cross Age Peer Tutoring
Instructional Match
Cover, Copy Compare
Response Cards
Repeated Readings
Incremental Rehearsal
Incorporate Functional Mediators
Reinforce Natural Occurrences
Step 2: Consider severity and instrumantize/proceduralize the intervention in an
appropriate manner (more intense for those in the orange range of Tier 2). Please
see the following breakdown of Tier 2.
Tier
3
Tier
2
Tier1
Orange
o Child who needs highly intensive support.
o Intervention will look somewhat like special education.
o In an RTI model, this may be used to document that a
child should be considered eligible due to response to
intervention.
Yellow
o Child who is likely to be maintained in Tier 2 long
term.
o Intervention should be designed with the goal of
balancing long-term feasibility and success in mind.
o Intervention goal is not to “catch up” but to maximize
progress.
Lime
o Child who needs support to get back into Tier 1.
o Intervention should be short term.
o Intervention is likely to be group based focusing on
helping a group of children with similar problems.
o Intervention Goal is to catch up to class peers.