ABSTRACT
School-wide Positive Behaviour Support uses a Multi-Tiered System of Support to align academic, behavioural, social, and emotional interventions. Tier 3 supports are individualised and intensive and use a function-based approach in their planning and implementation. This chapter has a focus on Tier 3 supports and how they can be applied in schools. The chapter describes the process of functional behavioural assessment (FBA) from assessment to planning development, intervention, and implementation. The authors review the technical requirements of FBA, including tools to assess the quality of behaviour support plans (BSPs), as well as the need for BSPs to be person-centred, team-based, culturally responsive, and socially valid. They review enablers and barriers to implementing Tier 3 supports, including the importance of maintaining and integrating Tier 1 and Tier 2 responses. They discuss the issue of ‘contextual fit’ and the tools that help to assess and monitor the fidelity of implementation. They share practical examples from their work; these include an Australian-developed template to support basic FBA, the use of Prevent-Teach-Reinforce in schools, and the In2School programme, a Tier 3 intervention for school refusal. Recommendations are made for improvement in the implementation of Tier 3 in Australian schools.
