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“Educational practitioners and preservice educators, this book is for you! I love the accessibility of this book and the straightforward guidance it provides. Without assuming extensive prior knowledge on the part of the reader, McDaniel, Bruhn, and Estrapala give a clear overview of each chapter, explain relevant concepts, and offer real-world examples and case studies of Tier 2 practices in action. It is evident how much care the authors have given to the unique challenges facing our students and educational systems today. This hopeful book allows us to see Tier 2 supports as uplifting and preventive—the way they are meant to be.”

—Rhonda N. T. Nese, PhD, Department of Special Education and Clinical Sciences, University of Oregon


“This book provides a deep dive into Tier 2 systems implementation, an area in which schools struggle. The authors are the top researchers and technical assistance providers in the field of PBIS as it relates to Tier 2 implementation. They have produced a detailed guide to setting up needed systems, practices, and data tools. Infused throughout the book is the importance of creating systems that are equitable, involve student choice/voice, and focus on student strengths. The authors offer excellent insights into how to promote maintenance and generalization of Tier 2 intervention effects, a topic often missing from other texts.”

—Leanne S. Hawken, PhD, BCBA, Emeritus Professor, Department of Special Education, University of Utah; CEO, Science of Mind and Behavior


“This book is a practical gem for educators, administrators, and school support staff. McDaniel, Bruhn, and Estrapala provide a clear and logical roadmap, offering step-by-step guidance that bridges theory and practice. The book's user-friendly approach ensures effective implementation of Tier 2 interventions to support students' social, emotional, and behavioral well-being. This book is a 'must have' for anyone dedicated to enhancing the learning environment and fostering students' emotional growth.”

—Tina M. Lawson, EdD, BCBA, educational consultant, Pennsylvania Training and Technical Assistance Network


“A much-needed and timely resource! A robust Tier 2 system is often the missing link in providing effective tiered supports to meet the needs of the whole child. The authors provide a practical approach that will save schools valuable time and resources. The no-cost or low-cost evidence-based interventions for the most common Tier 2 needs, such as self-regulation and co-occurring academic needs—paired with concrete examples and templates to aid with implementation and data-based decision making—are invaluable.”

—Tabathia Baldy, EdD, Mental Health and Wellness Program Manager, Georgia Department of Education

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Table of Contents

Preface

1. Social, Emotional, and Behavioral Needs and Tier 2: Logic, Purpose, and Readiness

2. Tier 2 Identification of Students and Their Needs

3. Tier 2 Data-Based Decision Making for Initial Intervention Decisions

4. Evidence-Based Interventions for Conduct Issues

5. Evidence-Based Interventions for Self-Regulation Issues

6. Evidence-Based Interventions for Social Issues

7. Evidence-Based Interventions for Emotional Issues, Gerta Bardhoshi

8. Integrating Academic and Social–Emotional–Behavioral Interventions at Tier 2, Stephen Kilgus, David Klingbeil, and Julia Porter

9. Data-Based Decision Making and Ongoing Adaptations at Tier 2

10. Technical Assistance to Facilitate Fidelity and Effectiveness at Tier 2

11. But Wait, There’s More: Final Thoughts on Important Topics to Ensure Tier 2 Success

References

Index

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About the Authors

Sara C. McDaniel, PhD, is Professor of Special Education at the University of Alabama and Director of the Center for Interconnected Behavioral and Mental Health Systems. Dr. McDaniel conducts research, publishes, and leads educators in the areas of positive behavioral interventions and supports; classroom management assessment and coaching; Tier 2 social, emotional, and behavioral supports; and preventive treatments for diverse populations of students at high risk. She is the recipient of awards from the Association for Positive Behavior Support, the Council for Exceptional Children's Division for Research, and the University of Alabama, among other honors.

• Author's website

Allison L. Bruhn, PhD, is Professor of Special Education at the University of Iowa and Executive Director of the Scanlan Center for School Mental Health. The Center engages in professional development, research, graduate training, and clinical services to improve social, emotional, and behavioral outcomes for K–12 students and educators. Dr. Bruhn’s research focuses on practical, feasible interventions and assessment for students with challenging behavior, including a mobile app (MoBeGo) she developed to improve students’ self-management skills. She is committed to bridging the research-to-practice gap by engaging educational stakeholders in relationship building, professional development, research, and dissemination.

• All titles by Allison L. Bruhn

Sara Estrapala, PhD, is Assistant Research Professor in the Department of Special Education at the University of Missouri–Columbia. Her research focuses on Tier 1 and Tier 2 positive behavioral interventions and supports in high schools. She is particularly interested in studying student voice, self-regulation development, and usability and feasibility of implementation in the high school context. Dr. Estrapala has taught courses in functional behavioral assessment and in behavior and classroom management in elementary and high school settings. She is committed to translating research to practice by providing professional development for inservice and preservice teachers, writing for practitioner journals, and presenting at practitioner-focused professional conferences.

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Contributors

Gerta Bardhoshi, PhD, Scanlan Center for School Mental Health, University of Iowa, Iowa City, IA

Stephen Kilgus, PhD, School Psychology Program, Department of Educational Psychology, University of Wisconsin–Madison, Madison, WI

David Klingbeil, PhD, School Psychology Program, Department of Educational Psychology, University of Wisconsin–Madison, Madison, WI

Julia Porter, MS, doctoral student, School Psychology Program, Department of Educational Psychology, University of Wisconsin–Madison, Madison, WI

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Audience

K–12 school psychologists, behavior specialists, and administrators; PBIS trainers, coaches, and team leaders; instructional coaches; school counselors; and classroom teachers and special educators.

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Course Use

May serve as a supplemental text in graduate-level courses.