Tier 2: Targeted approaches, interventions, and supports

Shiralee Poed, Kate De Bruin

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Otherpeer-review


The universal systems and practices that schools put in place should be effective in supporting the learning and engagement of most students. However, some students may still require targeted approaches, interventions, and supports to assist them academically, socially, and behaviourally. Within a multi-tiered prevention and intervention model, Tier 2 is the next step in the continuum of evidence-informed practices provided by schools to students who have not been responsive to the universal practices provided. In this chapter the authors describe how schools can optimise Tier 2 of School-wide Positive Behaviour Support through inclusive educational approaches and by using interventions and supports that are selected based on research. They provide an overview of how schools can gather data to identify students needing Tier 2 support. They also outline how schools can use these data to align interventions with students’ needs by selecting an appropriately targeted and evidence-based practice, and to monitor their learning progress. Further, they provide a case example of an Australian school implementing Tier 2 to support students’ academic, social, and behavioural development. They conclude by exploring what facilitates and constrains high-fidelity adoption, implementation, and maintenance of Tier 2, and offer areas for future consideration.
Original languageEnglish
Title of host publicationSchool-Wide Positive Behaviour Support
Subtitle of host publicationThe Australian Handbook
EditorsKatrina Baker, Shiralee Poed, Phillip Whitefield
Place of PublicationAbingdon UK
Number of pages22
ISBN (Electronic)9781003186236
ISBN (Print)9781032030128, 9781032030111
Publication statusPublished - 2023


  • positive behavioural interventions and supports
  • multi-tiered system of supports (MTSS)
  • Inclusive Education

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