This professional development session equips 7th-grade educators with individualized Tier 3 strategies for students with ADHD who do not respond to standard Tier 2 interventions like Check-In/Check-Out. Participants will learn how to move beyond generic support to intensive, data-driven personal planning.
• High-Interest Rewards: Use a student-created "Menu of Incentives" for engagement.
• Token Economy: Frequent, immediate tokens for on-task behavior that lead to a larger reward.
• Function-Matching: If a student seeks escape, allow "scheduled breaks" as a earned reward.
4. Structured Environment Modifications
Focus: Antecedent Management
What it is
Changing the physical or instructional environment to minimize triggers and maximize the student's ability to focus.
Why it helps ADHD
Removes barriers before they become problems. A predictable environment reduces the cognitive load on a student's executive functions.
Implementation Ideas
• Seating: Move student away from high-traffic areas or windows. Use standing desks or wobble chairs.
• Visual Cues: High-contrast schedules, tape borders on desks for personal space.
• Quiet Zone: A designated area where students can go for independent work with noise-canceling headphones.
Note: Tier 3 interventions should be selected based on the specific results of an FBA and regular progress monitoring.
3. When CICO Falls Short
5 Minutes
CUE: Slide 4 - When CICO Isn't Enough
Facilitator: "CICO is a fantastic Tier 2 intervention. However, for some students with ADHD, it might not be enough. Why do you think CICO, while effective for many, might not fully address the needs of a student with significant ADHD challenges?"
(Allow teachers to share ideas. Guide them towards points like not addressing underlying skill deficits—it's a 'can't' issue, not a 'won't' issue—or it being too generic for executive function deficits.)
4. Principles of Tier 3
5 Minutes
CUE: Slide 5 - Tier 3: Individualized Planning
Facilitator: "If CICO isn't working, what *do* we do? The shift to Tier 3 means moving from general strategies to highly specific, tailored interventions based on three principles: Data-Driven, Functional Behavioral Assessment (the WHY), and Personalized. We're not pulling a generic plan off the shelf; we're building a custom suit for that student."
Facilitator: "On Slide 6, you'll see targeted strategies like Executive Function Coaching and Self-Regulation Training. These are described in detail in your ADHD Strategy Guide. Take a moment to scan that guide now. Notice how these address the underlying skill, not just the behavior."
Facilitator: "Implementing these is not a one-time event. We need consistent data collection and true flexibility. If the data shows it's not working, we pivot. That's the hallmark of Tier 3."
CUE: Slide 8 - Your Turn: Planning for Impact
Facilitator: "Now it's your turn. I've provided an Intervention Planning Worksheet. Use the remaining time to think about that student you visualized at the start of this session. Based on what we've discussed, what is ONE intensive support or modification you could pilot for them next week? Your dedication to these students makes all the difference. Thank you for your time today."
