ABSTRACT
Schools that implement schoolwide preventative positive behavior systems should encounter significantly fewer behavior problems than schools relying upon traditional discipline practices. This chapter explores means that school problem-solving teams use to identify students most in need of support. An expected constant in modern American schools is the continued presence of students who do not respond to typical primary behavioral prevention efforts. The practice of operating a system to identify students for Tier II interventions should be thought of as having two discrete components. The first is identification of students who have an existing pattern of concerning behavior or students presently showing signs consistent with being at risk of developing social, emotional, or behavioral adjustment issues. The second component is tracking the general student population to preemptively discover students who may have just begun to show signs consistent with risk of developing social, emotional, or behavioral problems.
