What is a key feature of tiered behavior management systems in classrooms?

A key feature of tiered behavior management systems in classrooms is that, once students are taught the behavior expectations, the systems can be faded. This approach allows for gradual release of support as students demonstrate their understanding and ability to follow established expectations. By initially implementing structured supports and interventions, teachers can assess students' needs and tailor their responses to foster positive behavior. Over time, as students become more proficient in meeting these expectations independently, the intensity of the support can be reduced, encouraging self-management and resilience.

In contrast, starting such programs early is important, but it is not a defining characteristic of the tiered management itself. The notion that individual programs for disruptive behavior must also begin early misrepresents the flexibility and responsiveness of tiered systems. Lastly, tiered behavior management models are designed to be applicable across multiple grade levels, reflecting a continuum of support rather than a one-year-only application.