Integrating a Self-Regulation Intervention Within a Tier-2 Academic Intervention

Behavior and academic outcomes in school are interrelated; students who struggle with academics are likelier to exhibit troublesome behavior and students who struggle with behavior tend to fall behind academically. Multitiered systems of support (MTSS) offer frameworks for providing increasingly intensive support for students with academic and behavioral difficulties, but it can be challenging to efficiently integrate academic and behavioral supports rather than implementing separate resource-intensive systems. This article describes how behavior support can be integrated within Tier-2 interventions for reading and mathematics. A strategy that included four evidence-based elements-teaching expectations, self-monitoring, self-evaluation, and mystery match-was embedded within academic intervention lessons to target students' academic engagement, respectful behavior, and effort. In this article, we describe our approach as one way that academic and behavioral supports might be integrated within a tiered intervention system.