Research suggests that students are more invested in behavior interventions when they are involved in the development process. Tier 2 behavior interventions in a positive behavior interventions and supports (PBIS) framework can be tailored to embed student involvement and meet individual student needs. The purpose of this article is threefold. First, it explores the importance of student involvement throughout the development and implementation of behavior interventions. Second, a case is made for embedding student involvement at the Tier 2 level of support. Finally, suggestions and examples are provided to aid educators and practitioners with improving student involvement in implementing several common Tier 2 interventions. Using this model can empower students to take charge of their own interventions, resulting in more meaningful learning experiences.

研究表明，当学生参与发展过程时，他们会更多地投资于行为干预。可以定制积极行为干预和支持（PBIS）框架中的第2层行为干预，以使学生参与其中并满足学生的个人需求。本文的目的是三方面的。首先，它探讨了在行为干预的制定和实施过程中学生参与的重要性。其次，提出了将学生参与嵌入第二层支持级别的理由。最后，提供了一些建议和示例，以帮助教育工作者和从业人员提高学生参与实施几种常见的方法2的干预程度。使用此模型可以让学生掌控自己的干预措施，