Integrated Multi-Tiered Systems of Support

Blending RTI and PBIS

Kent McIntosh, Steve Goodman, Erin Chaparro , Sally Helton

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English

Guilford Press
27 April 2016

Educational psychology; Teaching of students with emotional & behavioural difficulties

Series: The Guilford Practical Intervention in the Schools Series

Many schools have implemented academic response to intervention (RTI) and schoolwide positive behavioral interventions and supports (PBIS) as separate initiatives. This book provides keys to making these programs more effective, seamless, efficient, and sustainable by combining them into a single multi-tiered system of support (MTSS). Steps and strategies are outlined for integrating data structures, practices, teams, and district systems. Contributing authors present detailed case examples of successful MTSS implementation in three states. In a large-size format, the book features 27 reproducible checklists and evaluation tools. Purchasers get access to a companion website where they can download and print the reproducible materials plus other helpful resources.

This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

By: Kent McIntosh, Steve Goodman, Erin Chaparro, Sally Helton, George Batsche
Imprint: Guilford Press
Country of Publication: United States
Dimensions: Height: 267mm, Width: 203mm, Spine: 23mm
Weight: 768g
ISBN: 9781462524747
ISBN 10: 1462524745
Series: The Guilford Practical Intervention in the Schools Series
Pages: 356
Publication Date: 27 April 2016
Audience: Professional and scholarly , Undergraduate
Format: Paperback
Publisher's Status: Active

I. Foundations 1. Introduction 2. The Relationship between Academic Skills and Behavior II. Core Components 3. Integrating Data 4. Integrating Practices 5. Integrating Teaming 6. Integrating District Support Systems 7. Integrating Entire Systems III. Case Studies of Successful Systems 8. Oregon's Effective Behavioral and Instructional Support Systems Initiative: Implementation from District- and State-Level Perspectives, Erin A. Chaparro, Sally Helton, & Carol Sadler 9. Florida's Multi-Tiered Support System for Academics and Behavior, Don Kincaid & George Batsche 10. Michigan's Integrated Behavior and Learning Support Initiative: A Statewide System of Support for MTSS, Christine Russell & Anna Harms IV. Looking Back, Looking Forward 11.Conclusion

Kent McIntosh, PhD, is Associate Professor in the College of Education at the University of Oregon, where he is also Director of the Educational and Community Supports research unit. He serves as a co-investigator for the National Technical Assistance Center on Positive Behavioral Interventions and Supports, funded by the Office of Special Education Programs (OSEP). Dr. McIntosh is the lead developer of the research-validated School-Wide Universal Behavior Sustainability Index: School Teams (SUBSIST). His current research focuses on implementation and sustainability of school-based interventions--in particular, integrated academic and behavior RTI systems--and equity in school discipline. He has authored more than 50 peer-reviewed scientific journal articles. Steve Goodman, PhD, is Director of Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) and a partner with the National Technical Assistance Center on Positive Behavioral Interventions and Supports. Dr. Goodman serves on the Board of Directors of the Association for Positive Behavior Support. He was the principal investigator for the first OSEP-funded model demonstration project focusing on integrated behavior and reading support models, and frequently consults with schools and advises statewide projects. He has coauthored research articles and several book chapters.

Reviews for Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS

A 'must read' for those interested in learning how to construct, implement, evaluate, and sustain integrated three-tiered models of prevention. McIntosh and Goodman have developed an easy-to-access guide for developing data-driven systems to meet students academic and behavioral needs, including very practical information on systematic screening efforts. --Kathleen Lynne Lane, PhD, BCBA-D, Department of Special Education, University of Kansas If you want to improve the impact of your academic and behavioral strategies for all your students, then follow McIntosh and Goodman's expert guidance on using the MTSS framework and logic. This book does a superb job of addressing the 'why, ' 'what, ' 'how, ' 'when, ' and 'where' of aligning and integrating leadership teaming, data-based decision making, explicit academic and behavior instruction, universal screening, continuous progress monitoring, and evaluation and coaching. And, it provides the empirical support, self-assessments, and applied examples for making MTSS contextually relevant and doable for you and your students. --George Sugai, PhD, Professor and Carole J. Neag Endowed Chair, Neag School of Education, University of Connecticut