![]() If students continue to struggle, more intensive interventions are put in place, or they may be referred to the school’s Section 504 or special education (IEP) team. Data is then collected on the effectiveness of the intervention. A BIP may include ways to explicitly teach a student appropriate behaviors, individualized reinforcers and individualized responses to inappropriate behaviors. Students needing more intensive interventions may need individual behavior intervention plans (BIPs). Based on data collected by the MTSS or RtI team, more intensive supports can then be put in place for those students not having success with the school-wide interventions. A school-wide behavior plan may provide for entire classrooms to receive positive rewards for following school-wide rules. Broad interventions, such as school-wide behavior plans, are put into place for all students. These supports can address academic or behavioral needs. General education interventions apply to many students, and depending on the state you live in, these supports may be referred to as Multi-Tiered System of Supports (MTSS), Response to Intervention (RtI) or other terms. ![]() Which type of support is most appropriate for a student depends on that student’s unique strengths and needs. The supports available in public schools include general education interventions, Section 504 plans and special education services. There is hope for students with mental health needs as there are several ways to secure academic and behavioral support. To complicate the picture, many students with mental health conditions also have co-occurring learning disabilities. For too many of our students, their symptoms result in discipline - such as out-of-school suspension - rather than support. Others might have difficulty learning due to depression, anxiety, mood swings, psychosis or behavior caused by trauma. Some students struggle to concentrate, sit still or follow directions. ![]() School can be a challenge for students with mental health conditions.
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