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Journal of Positive Behavior Interventions
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Differential Effects of a Tier Two Behavior Intervention Based on Function of Problem Behavior

Kent McIntosh

University of British Columbia, kent.mcintosh{at}ubc.ca

Amy L. Campbell

Grand Valley State University, Allendale, Michigan

Deborah Russell Carter

Boise State University, Idaho

Celeste Rossetto Dickey

University of Oregon, Eugene

The purpose of this study was to investigate the effectiveness of a tier two daily behavior card intervention and differential effects based on function of problem behavior. The participants were 36 elementary school students nominated for additional intervention beyond universal School-Wide Positive Behavior Support. Measures included standardized behavior rating scales and rate of office discipline referrals before and after 8 weeks of intervention. A multivariate analysis of variance was used, and results showed statistically significant differences in response to intervention based on teacher-identified function of problem behavior. Results are discussed in terms of considering function of behavior in selecting tier two interventions and implementing a three-tier response to intervention model.

Key Words: behavioral assessment • functional assessment • challenging behavior(s) • positive behavior support(s)

This version was published on April 1, 2009

Journal of Positive Behavior Interventions, Vol. 11, No. 2, 82-93 (2009)
DOI: 10.1177/1098300708319127
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