Teachers who work with students with targeted, co-occurring academic and behavior differences require the knowledge, tools, and support for effective interventions across both domains. This article provides a research-informed, three-step process to support teachers in designing and implementing integrated targeted interventions for mathematics and self-monitoring needs in an elementary, co-taught classroom. This strategic approach includes: (a) screening and diagnostic assessment, (b) delivering academic and behavioral strategies and interventions, and (c) monitoring progress to inform instructional decisions. A case example of a second-grade classroom during supplemental small group linear measurement instruction and self-monitoring integrated Tier 2 intervention is provided for context.

与有针对性的、共同发生的学业和行为差异的学生一起工作的教师需要知识、工具和支持，以便在两个领域进行有效的干预。本文提供了一个以研究为依据的三步过程，以支持教师在小学联合授课课堂中设计和实施针对数学和自我监控需求的综合针对性干预措施。这种战略方法包括：(a) 筛查和诊断评估，(b) 提供学术和行为策略和干预措施，以及 (c) 监测进展以告知教学决策。提供了一个二年级课堂在补充小组线性测量教学和自我监控集成 Tier 2 干预期间的案例，以作为上下文。