Reengineering Tier 2 Interventions for Responsive Decision Making: An Adaptive Intervention Process

Abstract Tier 2 social behavioral interventions are designed to support up to 15% of the school population; as such, they must be efficient and effective. The purpose of this article is to propose an adaptive, responsive approach to the implementation of social behavioral Tier 2 interventions, considering both core components and malleable features to increase the likelihood of improved student outcomes. We describe horizontal adaptations, which are based on student characteristics and contextual factors, as well as vertical adaptations, which are based on data indicating a student’s response (or nonresponse) to intervention. These adaptations are discussed within the context of previous research on three commonly implemented Tier 2 interventions: check- in/check-out, self-management strategies, and social skills training.