Implementing Effective Tier 1 and 2 Social-Emotional Interventions in the Classroom
First Presenter's Institution
The Citadel
First Presenter's Brief Biography
Lori Fernald is an Associate Professor of Psychology at The Citadel. She worked as a school psychologist in Maryland and Virginia before transitioning to higher education. Her teaching and research interests include school interventions, service learning, and school psychology professional issues.
Document Type
Event
Primary Strand
Mental Health
Relevance to Primary Strand
Participants in this session will learn about evidence-based Tier 1 and Tier 2 interventions for children experiencing mental health difficulties.
Alignment with School Improvement Plan Topics
Student Learning and Development
Brief Program Description
Schools are faced with increasing numbers of children struggling with internalizing and externalizing behaviors in the classroom. This session will provide educators with practical strategies for implementing evidence-based Tier 1 and 2 interventions for students experiencing social, emotional, and/or behavioral difficulties.
Summary
Schools are faced with increasing numbers of children who are struggling with social, emotional, and behavioral difficulties in the classroom, which puts heavy demands on teachers and administrators. Outcomes for children with emotional and behavioral disorders are generally poor, and teachers feel that they do not have enough resources and training to handle the level of need of students in their classrooms (Lipscomb et al., 2017). This session will provide educators with a review of necessary elements for successful classroom interventions, as well as practical strategies for implementing evidence-based Tier 1 and 2 interventions for students experiencing social, emotional, and/or behavioral difficulties.
More specifically, participants will learn how to identify evidence-based interventions (EBI’s) and will be provided readily available reliable sources for locating appropriate EBI’s online. Necessary intervention components such as intervention integrity/fidelity and progress monitoring will also be discussed. Participants will acquire practical Tier 1 prevention strategies for promoting positive mental health in their students. Topics discussed will include trauma-informed classrooms, the importance of relationship-building, and strategies for prevention of depression and anxiety, with a specific focus on social-emotional learning (Durlak et al., 2011).
Attendees will also learn about Tier 2 interventions for students at higher risk for social-emotional difficulties, including how to select interventions most likely to be effective. Guidelines for managing internalizing and externalizing behaviors in the classroom environment will be presented. Likewise, examples of specific evidence-based Tier 2 behavior interventions will be provided. Case examples will be used to illustrate the selected intervention examples. Participants in this session will leave with explicit strategies and interventions that they can implement in their schools.
Evidence
This presentation will consist almost entirely of evidence-based interventions and elements that support their implementation, such as treatment fidelity and progress monitoring. Every intervention presented will have met the standard guidelines for acceptance as an evidence-based intervention. Some references for interventions discussed in the presentation include:
Collier-Meek, M. A., Johnson, A. H., Sanetti, L. H., & Minami, T. (2019). Identifying Critical Components of Classroom Management Implementation. School Psychology Review, 48(4), 348–361. https://doi.org/10.17105/SPR-2018-0026.V48-4
Cook, C. R., Coco, S., Zhang, Y., Fiat, A. E., Duong, M. T., Renshaw, T. L., Long, A. C., & Frank, S. (2018). Cultivating positive teacher–student relationships: Preliminary evaluation of the establish–maintain–restore (EMR) method. School Psychology Review, 47(3), 226–243. https://doi.org/10.17105/SPR-2017-0025.V47-3
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432.
Mitchell, B. S., Kern, L., & Conroy, M. A. (2019). Supporting Students With Emotional or Behavioral Disorders: State of the Field. Behavioral Disorders, 44(2), 70–84. https://doi.org/10.1177/0198742918816518
Van Camp, A. M., Wehby, J. H., Martin, B. L. N., Wright, J. R., & Sutherland, K. S. (2020). Increasing Opportunities to Respond to Intensify Academic and Behavioral Interventions: A Meta-Analysis. School Psychology Review, 49(1), 31–46. https://doi.org/10.1080/2372966X.2020.1717369
Learning Objective 1
Participants will be able to identify elements that support successful implementation of classroom interventions.
Learning Objective 2
Participants will be able to locate sources of evidence-based interventions from reliable online sources.
Learning Objective 3
Participants will be able to implement evidence-based interventions for students experiencing social-emotional difficulties.
Recommended Citation
Fernald, Lori N. D.Ed., "Implementing Effective Tier 1 and 2 Social-Emotional Interventions in the Classroom" (2023). Southeast Conference on School Climate. 25.
https://digitalcommons.georgiasouthern.edu/secsc/2023/2023/25
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Implementing Effective Tier 1 and 2 Social-Emotional Interventions in the Classroom
Schools are faced with increasing numbers of children who are struggling with social, emotional, and behavioral difficulties in the classroom, which puts heavy demands on teachers and administrators. Outcomes for children with emotional and behavioral disorders are generally poor, and teachers feel that they do not have enough resources and training to handle the level of need of students in their classrooms (Lipscomb et al., 2017). This session will provide educators with a review of necessary elements for successful classroom interventions, as well as practical strategies for implementing evidence-based Tier 1 and 2 interventions for students experiencing social, emotional, and/or behavioral difficulties.
More specifically, participants will learn how to identify evidence-based interventions (EBI’s) and will be provided readily available reliable sources for locating appropriate EBI’s online. Necessary intervention components such as intervention integrity/fidelity and progress monitoring will also be discussed. Participants will acquire practical Tier 1 prevention strategies for promoting positive mental health in their students. Topics discussed will include trauma-informed classrooms, the importance of relationship-building, and strategies for prevention of depression and anxiety, with a specific focus on social-emotional learning (Durlak et al., 2011).
Attendees will also learn about Tier 2 interventions for students at higher risk for social-emotional difficulties, including how to select interventions most likely to be effective. Guidelines for managing internalizing and externalizing behaviors in the classroom environment will be presented. Likewise, examples of specific evidence-based Tier 2 behavior interventions will be provided. Case examples will be used to illustrate the selected intervention examples. Participants in this session will leave with explicit strategies and interventions that they can implement in their schools.
