Targeted Interventions

When schools begin implementing the PBS process, they start by implementing universal practices which affect all students.  Universal practices provide enough support for many students who may have seemed to need individual supports. Therefore, schools use their resources most wisely by first focusing on solidly implementing universal practices which provide proactive, primary prevention, and are effective for 80-95% of students.

Once schools have universal practices firmly in place with staff and students, they can begin to implement practices at the targeted level.  These practices are interventions that are targeted at groups of students for whom the universal practices do not provide enough support (roughly 5-20% of students). 

Many interventions can serve as interventions for targeted groups of students.  The hallmark of a targeted intervention is that it focuses on a small group of students, is efficient, and is a system that is continuously available to students. Other hallmarks include voluntary participation by students, parent permission for participation, and data monitoring to track progress and aid in decision making.  Students continue to benefit from universal practices while they receive targeted interventions.  

The primary system that the Targeted Teams in Guilford County are currently using is called Check In/Check Out.  Check In/Check Out is a school-based system for providing daily support and monitoring for students.  Students check in with their Check In/Check Out coordinator each morning and pick up their Daily Progress Report.  Their teachers give them feedback throughout the day by rating their behavior on their Daily Progress Report.  Then they Check Out with the Check In/Check Out Coordinator before leaving in the afternoon.  Recognition and rewards are provided for meeting behavioral goals, and student progress is tracked daily through a data management system.

In addition to Check In/Check Out, other group interventions such as homework clubs, newcomer clubs, and social skills groups, to name a few, may be used as targeted interventions for students.

Research indicates that 75-80% of students who receive targeted levels support are successful and need no additional behavior support. Typically there are about 1-3% of students of any school population who will need more support than universal and targeted interventions provide.  These students need intensive level interventions which are individualized for students with high-risk behaviors.