UNDERSTANDING HOW TIRED SUPPORT CAN HELP CHILDREN WITH CHALLENGING BEHAVIOR





A key insight I have gained about managing challenging behaviors is that schools don’t need to guess what a child requires. RtI²/MTSS offers a straightforward guide. Tier 1 sets the foundation by establishing expectations and demonstrating positive behaviors for all students. When some children require additional support, Tier 2 offers targeted small-group interventions and regular check-ins to provide ongoing support. For students with ongoing or overwhelming behaviors, Tier 3 offers intensive, personalized strategies that focus on developing coping skills, emotional regulation, and building trust. As Gresham, Watson, and Skinner (2017) highlight, functional behavioral approaches help educators interpret the purpose of behaviors and respond effectively. Similarly, the PBIS framework stresses that behavior support should be proactive and instructional rather than punitive (Sugai & Simonsen, 2012). I value this system’s core message: behavior is a skill, not a character flaw. With patience, structure, and proper support, all children can improve, transforming challenging moments into meaningful learning experiences.


References

Gresham, F. M., Watson, T. S., & Skinner, C. H. (2017). Functional behavioral assessment. School Psychology Review.

Sugai, G., & Simonsen, B. (2012). PBIS: History, defining features, and misconceptions. University of Connecticut.

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