![comprehensive meta analysis v3 comprehensive meta analysis v3](https://slideplayer.com/slide/6080507/18/images/31/Comprehensive+Meta-Analysis.jpg)
Systematic procedures to reduce the likelihood problem behaviors are reinforced.
![comprehensive meta analysis v3 comprehensive meta analysis v3](https://d3i71xaburhd42.cloudfront.net/4ef9dc8d9ce559e8fd90eec177a91af83bf419c2/15-Table3-1.png)
Formal strategies to acknowledge desired behavior.Active instruction of new, replacement, and adaptive behaviors.They create individualized plans incorporating the student’s academic strengths and deficits, physical and medical status, mental health needs, and family/community support. Schools use more formalized assessments to match interventions to the behavior’s function.
![comprehensive meta analysis v3 comprehensive meta analysis v3](https://i.pinimg.com/originals/1d/b6/e4/1db6e406322e3d0c8db03b4990ba449c.png)
Tier 3 are more intensive and individualized. Typically, schools deliver Tier 2 supports to 5-15% of the student body. The typical range of Tier 2 supports include: Schools monitor fidelity and outcome data regularly to adjust implementation as needed. This means they are similar across students and can be quickly accessed. At this level, systems and practices are efficient. Tier 2 supports are often successful when provided within groups. Students receiving Tier 2 support require additional teaching and practice opportunities to increase their likelihood of success. Tier 2 supports focus on students who are not successful with Tier 1 supports alone. When implemented with fidelity, Tier 1 PBIS systems and practices meet the needs of 80% or more of all students’ needs. Tier 1 PBIS builds a social culture where students expect, prompt, and reinforce appropriate behavior for each other.
![comprehensive meta analysis v3 comprehensive meta analysis v3](https://www.awdown.com/wp-content/uploads/2020/05/Comprehensive-Meta-Analysis.png)
Schools acknowledge appropriate student behavior across all school settings. Tier 1 supports are delivered to all students and emphasize teaching prosocial skills and behavior expectations. Schools implementing PBIS school-wide must organize behavior support across multiple tiers which increase in intensity as students’ needs dictate. Student responsiveness to academic and behavioral supports must guide instructional and intervention decisions. The type and level of behavior support provided for any student must match the intensity of his or her needs. It is critical to consider the local culture and context throughout the decision-making process to ensure equitable outcomes for all students and staff. School-wide PBIS schools collect and use data to guide their implementation and evaluate outcomes.