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).
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).
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.
Inhaltsangabe
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
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
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