Supplemental Behavior Interventions

The Learning Resources portion of this CEM contains five parts:

  1. Introduction
  2. Universal Behavioral Interventions
  3. Supplemental Behavioral Interventions
  4. Identifying and Monitoring a Target Behavior for Intensive Intervention
  5. Intensive Intervention

Each portion has a downloads section that contains all the necessary materials to utilize that portion. These materials were developed to be used in a class or professional development setting. You can also follow the links in the text below to download the necessary files.

5-Tiered Structure

Supplemental Behavioral Interventions

This part introduces participants to the importance of implementing supplemental behavior interventions and using data to determine whether or not a particular behavioral intervention (or set of behavioral interventions) is working to improve student behavior. It includes descriptions of the distinguishing features of supplemental behavioral interventions and considerations for selecting and implementing evidence-based behavioral interventions that meet students’ needs, including detailed illustrations of how to effectively use two supplemental interventions, social skills training, and Check In/Check Out. This is Part three of a five part Anchor Presentation that can be used in whole or in part. This portion contains a PowerPoint Presentation on Supplemental Behavioral Interventions. An instructor can download the PowerPoint and should use it in conjunction with the Facilitator’s Guide. Aside from the presentation, those participating in the class or PD session will need:

  • Handout 5: Four Steps in the Implementation Process
  • Handout 6: Examples of Evidence-Based Behavior Curricula
  • Handout 7: Examples of Evidence-Based Behavior Interventions
  • Handout 8: Worksheet for Identifying Students for Check In/Check Out

Section Parts

OSEP LogoThis website was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A170003. David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.