Skip to main content
SpringerLink
Log in
Book cover

Handbook of Response to Intervention pp 539–562Cite as

Essential Features of Tier 2 and 3 School-Wide Positive Behavioral Supports

  • Chapter
  • First Online:

Abstract

Chronic and increasingly intense behavioral challenges continue to vex educators from pre- through high school. While early intervention and prevention are essential to alter these patterns, schools are still responsible for ensuring student success regardless of their prior learning history. Unfortunately to date, educators have had limited impact with students with emotional and behavioral disabilities. Response-to-intervention research has documented that early identification of high-risk learners coupled with a continuum of empirically validated instructional practices can both reduce the numbers of students requiring intensive supports and lead to improved learning outcomes among students with disabilities. A parallel process of school-wide positive behavior support (SW-PBS) also applies the logic of early identification of risk coupled with research-based supports to reduce the numbers of students requiring intensive supports as well as provide more comprehensive and integrated supports for students with disabilities. This chapter provides an overview of SW-PBS with a specific emphasis on essential features of tier 2/3 systems within the context of a complete multi-tiered system of support. Research to date on both the individual practices as well as integrated tier 2/3 supports is discussed. Implications for practice are also provided.

This chapter was supported in part by a grant from the Office of Special Education Programs, US Department of Education (H326S980003). Opinions expressed herein are those of the authors and do not necessarily reflect the position of the US Department of Education, and such endorsements should not be inferred. Inquires should be directed to Dr. Barbara Mitchell, 303 Townsend, University of Missouri, Columbia, MO 65211 (mitchellbs@missouri.edu).

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   269.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   349.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   499.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Albers, C. A., Glover, T. A., & Kratochwill, T. R. (2007). Introduction to the special issue: How can universal screening enhance educational and mental health outcomes? Journal of School Psychology, 45(2), 113–116.

    Article  Google Scholar 

  • Anderson, C., Lewis-Palmer, T., Todd, A., Horner, R., Sugai, G., & Sampson, N. (2008). Individual student systems evaluation tool. Unpublished instrument, Eugene, OR: Educational and Community Supports, University of Oregon. http://www.pbis.org/common/cms/files/pbisresources/ISSET_TOOL_v_3_March_2012.pdf. Accessed 1 March 2015.

  • Anderson, C. M., Childs, K., Kincaid, D., Horner, R. H., George, H., Todd, A. W., Sampson, N. K., & Spaulding, S. (2010). Benchmarks for advanced tiers (BAT). Unpublished instrument. Eugene OR: Educational and Community Supports. http://www.pbis.org/common/cms/files/pbisresources/BAT_v2.5.pdf. Accessed 1 March 2015.

  • Anderson, C. M., Lewis-Palmer, T., Todd, A. W., Horner, R. H., Sugai, G., & Sampson, N. K. (2012). Individual student systems evaluation tool. Educational and Community Supports, University of Oregon.

    Google Scholar 

  • Barrett, S. B., Bradshaw, C. P., & Lewis-Palmer, T. (2008). Maryland statewide PBIS initiative systems, evaluation, and next steps. Journal of Positive Behavior Interventions, 10(2), 105–114.

    Article  Google Scholar 

  • Benedict, E., Horner, R. H., & Squires, J. (2007). Assessment and implementation of positive behavior support in preschools. Topics in Early Childhood Special Education, 27(3), 174–192.

    Article  Google Scholar 

  • Bessette, K. K., & Wills, H. P. (2007). An example of an elementary school paraprofessional-implemented functional analysis and intervention. Behavioral Disorders, 32(3), 192–210.

    Google Scholar 

  • Bradley, R., Henderson, K., & Monfore, D. A. (2004). A national perspective on children with emotional disorders. Behavioral Disorders, 29, 211–223.

    Google Scholar 

  • Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education and Treatment of Children, 31(1), 1–26.

    Article  Google Scholar 

  • Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of schoolwide positive behavioral interventions and supports on student outcomes results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12(3), 133–148.

    Article  Google Scholar 

  • Briere, D. E. III, & Simonsen, B. (2011). Self-monitoring interventions for at-risk middle school students: The importance of considering function. Behavioral Disorders, 36, 129–140.

    Google Scholar 

  • Bruhn, A. L., McDaniel, S., & Kreigh, C. (in press). Self-monitoring interventions for students with behavior problems: A review of current research. Behavioral Disorders.

    Google Scholar 

  • Bruhn, A. L., Lane, K. L., & Hirsch, S. E. (2014). A review of tier 2 interventions conducted within multitiered models of behavioral prevention. Journal of Emotional and Behavioral Disorders, 22(3), 171–189.

    Google Scholar 

  • Campbell, A., & Anderson, C. M. (2008). Enhancing effects of check-in/check-out with function-based support. Behavioral Disorders, 33(4), 233–245.

    Google Scholar 

  • Campbell, A., & Anderson, C. M. (2011). Check-in check-out: a systematic evaluation and component analysis. Journal of applied behavior analysis, 44(2), 315–326.

    Article  PubMed Central  PubMed  Google Scholar 

  • Chafouleas, S. M. (2011). Direct behavior rating: A review of the issues and research in its development. Education and Treatment of Children, 34, 575–591. doi:10.1353/etc.2011.0034.

    Article  Google Scholar 

  • Chafouleas, S. M., Kilgus, S. P., & Hernandez, P. (2009). Using direct behavior rating (DBR) to screen for school social risk: A preliminary comparison of methods in a kindergarten sample. Assessment for Effective Intervention, 34, 224–230. doi:10.1177/1534508409333547.

    Article  Google Scholar 

  • Chard, D. (2013). Systems impact: Issues and trends in improving school outcomes for all learners through multitier instructional models. Interventions in School and Clinic, 48(4), 198–202.

    Article  Google Scholar 

  • Cheney, D. A., Stage, S. A., Hawken, L. S., Lynass, L., Mielenz, C., & Waugh, M. (2009). A 2-year outcome study of the check, connect, and expect intervention for students at risk for severe behavior problems. Journal of Emotional and Behavioral Disorders, 17(4), 226–243.

    Article  Google Scholar 

  • Christensen, L., Young, K. R., & Marchant, M. (2007). Behavioral intervention planning: Increasing appropriate behavior of a socially withdrawn student. Education and Treatment of Children, 30(4), 81–103.

    Article  Google Scholar 

  • Christenson, S. L., Stout, K., & Pohl, A. (2012). Check & connect: A comprehensive student engagement intervention. Minneapolis: University of Minnesota.

    Google Scholar 

  • Cohen, R., Kincaid, D., & Childs, K. E. (2007). Measuring school-wide positive behavior support implementation development and validation of the benchmarks of quality. Journal of Positive Behavior Interventions, 9(4), 203–213.

    Article  Google Scholar 

  • Conroy, M. A., Hendrickson, J. M., & Hester, P. (2004). Early identification and prevention of emotional and behavioral disorders. In R. B. Rutherford, M. M. Quinn, & S. R. Mathur (Eds.), Handbook of research in emotional and behavioral disorders (pp. 199–215). New York: Guildford Press.

    Google Scholar 

  • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). New Jersey: Pearson.

    Google Scholar 

  • Crone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guilford Press.

    Google Scholar 

  • Crone, D., Hawken, L. S., & Horner, R. H. (2010). Responding to problem behavior in schools: The behavior education program (2nd ed.). New York: Guilford Press.

    Google Scholar 

  • Curtis, R., Van Horne, J. W., Robertson, P., & Karvonen, M. (2010). Outcomes of a school-wide positive behavioral support program. Professional School Counseling, 13(3), 159–164.

    Article  Google Scholar 

  • Debnam, K. J., Pas, E. T., & Bradshaw, C. P. (2013). Factors influencing staff perceptions of administrator support for tier 2 and 3 interventions: A Multilevel perspective. Journal of Emotional and Behavioral Disorders, 21(2), 116–126.

    Article  Google Scholar 

  • Donovan, M. S., & Cross, C. T. (2002). Minority students in special and gifted education. Washington, DC: National Academy Press.

    Google Scholar 

  • Dowdy, E., Doane, K., Eklund, K., & Dever, B. V. (2013). A Comparison of teacher nomination and screening to identify behavioral and emotional risk within a sample of underrepresented students. Journal of Emotional and Behavioral Disorders, 21(2), 127–137.

    Article  Google Scholar 

  • Drummond, T. (1993). The student risk screening scale (SRSS). Grants Pass: Josephine County Mental Health Program.

    Google Scholar 

  • Duda, M. A., Dunlap, G., Fox, L., Lentini, R., & Clarke, S. (2004). An experimental evaluation of positive behavior support in a community preschool program. Topics in Early Childhood Special Education, 24(3), 143–155.

    Article  Google Scholar 

  • Duhon, G. J., Mesner, E. M., Gregerson, L., & Witt, J. C. (2009). Effects of public feedback during response to intervention team meetings on teacher implementation integrity and student academic performance. Journal of School Psychology, 47, 19–37.

    Article  Google Scholar 

  • Elliott, S. N., & Gresham, F. M. (2008). SSIS intervention guide. Minneapolis: NC Pearson.

    Google Scholar 

  • Epstein, M., Atkins, M., Cullinan, D., Kutash, K., & Weaver, R. (2008). Reducing behavior problems in the elementary school classroom: A practice guide (NCEE #2008–012). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee/wwc/publications/practiceguides. Accessed 23 Jan 2013.

  • Everett, S., Sugai, G., Fallon, L., Simonsen, B., & O’Keeffe, B. (2011). School-wide tier 2 interventions: Check-in/check-out getting started workbook. Center on Positive Behavioral Interventions and Supports Center for Behavioral Education and Research University of Connecticut.

    Google Scholar 

  • Fairbanks, S., Sugai, G., Guardino, D., & Lathrop, M. (2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73(3), 288–310.

    Article  Google Scholar 

  • Fantuzzo, J. W., Rohrbeck, C. A., & Azar, S. T. (1987). A component analysis of behavioral self-management interventions with elementary school students. Child & Family Behavior Therapy, 9, 33–43.

    Article  Google Scholar 

  • Fixsen, D. L., Blase, K. A., Naoom, S. F., & Wallace, F. (2009). Core implementation components. Research on Social Work Practice, 19(5), 531–540.

    Article  Google Scholar 

  • Gage, N. A., Lewis, T. J., & Stichter, J. P. (2012). Functional behavioral assessment-based interventions for students with or at risk for emotional and/or behavioral disorders in school: A hierarchical linear modeling meta-analysis. Behavioral Disorders, 37(2), 55–77.

    Google Scholar 

  • Gansle, K. A., & Noell, G. H. (2007). The fundamental role of intervention implementation in assessing response to intervention. In S. R. Jimerson, M. K. Burns, & A. M. VenDerHeyden. (Eds.) Handbook of response to intervention: The science and practice of assessment and intervention (pp. 244–251). New York: Springer.

    Chapter  Google Scholar 

  • Glover, T. A., & Albers, C. A. (2007). Considerations for evaluating universal screening assessments. Journal of School Psychology, 45(2), 117–135.

    Article  Google Scholar 

  • Goodman, R. (1997). The strengths and difficulties questionnaire: A research note. Journal of Child Psychology and Psychiatry and Allied Disciplines, 38, 581–586.

    Article  Google Scholar 

  • Goodman, R., Meltzer, H., & Bailey, V. (1998). The strengths and difficulties questionnaire: A pilot study on the validity of the self-report version. European Child and Adolescent Psychiatry, 7, 125–130.

    Article  PubMed  Google Scholar 

  • Goodman, A., Lamping, D. L., & Ploubidis, G. B. (2010). When to use broader internalising and externalising subscales instead of the hypothesised five subscales on the Strengths and Difficulties Questionnaire (SDQ): Data from British parents, teachers and children. Journal of Abnormal Child Psychology, 38, 1179–1191.

    Article  PubMed  Google Scholar 

  • Gordon, R. S. (1983). An operational classification of disease prevention. Public Health Reports, 98, 107–109.

    PubMed Central  PubMed  Google Scholar 

  • Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system. Circle Pines: AGS Publishing.

    Google Scholar 

  • Gresham, F. M., Van, M. B., & Cook, C. R. (2006). Social skills training for teaching replacement behaviors: Remediating acquisition deficits in at-risk students. Behavioral Disorders, 31(4), 363–377.

    Google Scholar 

  • Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391.

    Article  Google Scholar 

  • Hagermoser Sanetti, L. M., & Kratochwill, T. R. (2009). Treatment integrity assessment in the schools: An evaluation of the treatment integrity planning protocol. School Psychology Quarterly, 24(1), 24–35.

    Google Scholar 

  • Hansen, B. D., Wills, H. P., Kamps, D. M., & Greenwood, C. R. (2014). The effects of function-based self-management interventions on student behavior. Journal of Emotional and Behavioral Disorders, 22(3), 149–159.

    Google Scholar 

  • Hawken, L. S. (2006). School psychologists as leaders in the implementation of a targeted intervention: The Behavior Education Program. School Psychology Quarterly, 21(1), 91.

    Google Scholar 

  • Hawken, L. S., & Horner, R. H. (2003). Evaluation of a targeted intervention within a schoolwide system of behavior support. Journal of Behavioral Education, 12(3), 225–240.

    Article  Google Scholar 

  • Hawken, L. S., & Hess, R. S. (2006). School psychologists as leaders in the implementation of a targeted intervention: The behavior education program. School Psychology Quarterly, 21(1), 91.

    Article  Google Scholar 

  • Hawken, L. S., MacLeod, K. S., & Rawlings, L. (2007). Effects of the behavior education program (BEP) on office discipline referrals of elementary school students. Journal of Positive Behavior Interventions, 9(2), 94–101.

    Article  Google Scholar 

  • Hawken, L. S., O’Neil, R. E., & McLeod, K. S. (2011). An investigation of the impact of function of problem behavior on effectiveness of the behavior education program (BEP). Education and Treatment of Children, 34, 551–574. doi:.org/10.1353/etc.2011.0031.

    Article  Google Scholar 

  • Heaviside, S., Rowand, C., Williams, C., & Farris, E. (1998). Violence and discipline problems in U.S. Public Schools: 1996–97 (NCES 98-030). Washington, DC: U.S. Department of Education, National Center for Education Statistics.

    Google Scholar 

  • Henderson, J., & Strain, P. S. (2009). Screening for delays and problem behavior. (Roadmap to effective intervention practices). Tampa: University of South Florida.

    Google Scholar 

  • Henggeler, S. W., Schoenwald, S. K., Borduin, C. M., Rowland, M. D., & Cunningham, P. B. (1998). Multisystemic treatment of antisocial behavior in children and adolescents. New York: Guilford Press.

    Google Scholar 

  • Horner, R. H., Todd, A. W., Lewis-Palmer, T., Irvin, L. K., Sugai, G., & Boland, J. B. (2004). The School-Wide Evaluation Tool (SET): A research instrument for assessing school-wide positive behavior support. Journal of Positive Behavior Interventions, 6(1), 3–12.

    Article  Google Scholar 

  • Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. Individualized supports for students with problem behaviors: Designing positive behavior plans (pp. 359–390). New York: Guilford Press.

    Google Scholar 

  • Horner, R. H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A. W., & Esperanza, J. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11(3), 133–144.

    Article  Google Scholar 

  • Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptional Children, 42(8), 2–14.

    Google Scholar 

  • Iwata, B. A., & DeLeon, I. G. (1996). The functional analysis screening tool (FAST). Gainesville: University of Florida, The Florida Center on Self-Injury.

    Google Scholar 

  • Kamphaus, R. W., & Reynolds, C. R. (2007). Behavioral and emotional screening system. Manual. Minneapolis: Pearson.

    Google Scholar 

  • Kamphaus, R. W., DiStefano, C., Dowdy, E., Eklund, K., & Dunn, A. R. (2010). Determining the presence of a problem: Comparing two approaches for detecting youth behavioral risk. School Psychology Review, 39(3), 395–407.

    Google Scholar 

  • Kamps, D., Wills, H. P., Heitzman-Powell, L., Laylin, J., Szoke, C., Petrillo, T., & Culey, A. (2011). Class-wide function-related intervention teams: Effects of group contingency programs in urban classrooms. Journal of Positive Behavior Interventions, 13(3), 154–167.

    Article  Google Scholar 

  • Kauffman, J. M. (2005). How we prevent the prevention of emotional and behavioural difficulties in education. In P. Clough, P. Garner, J. T. Pardeck, & F. K. O. Yuen (Eds.), Handbook of emotional and behavioural difficulties (pp. 429–440). London: Sage.

    Google Scholar 

  • Keller-Margulis, M. A. (2012). Fidelity of implementation framework: A critical need for response to intervention models. Psychology in the Schools, 49, 342–352.

    Article  Google Scholar 

  • Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65–75.

    Article  Google Scholar 

  • Kratochwill, T. R., Albers, C. A., & Steele Shernoff, E. (2004). School-based interventions. Child and Adolescent Psychiatric Clinics of North America, 13(4), 885–903.

    Article  PubMed  Google Scholar 

  • Lane, K. L., & Mariah Menzies, H. (2010). Reading and writing interventions for students with and at risk for emotional and behavioral disorders: An introduction. Behavioral Disorders, 35(2), 82.

    Google Scholar 

  • Lane, K. L., Wehby, J. H., Menzies, H. M., Gregg, R. M., Doukas, G. L., & Munton, S. M. (2002). Early literacy instruction for first-grade students at risk for antisocial behavior. Education and Treatment of Children, 25(4), 438–458.

    Google Scholar 

  • Lane, K. L., Wehby, J. H., Menzies, H. M., Doukas, G. L., Munton, S. M., & Gregg, R. M. (2003). Social skills instruction for students at risk for antisocial behavior: The effects of small-group instruction. Behavioral Disorders, 28(3), 229–248.

    Google Scholar 

  • Lane, K. L., Bocian, K. M., MacMillan, D. L., & Gresham, F. M. (2004). Treatment integrity: An essential-but often forgotten-component of school-based interventions. Preventing School Failure, 48, 36–43.

    Article  Google Scholar 

  • Little, M. A., Lynne Lane, K., Harris, K. R., Graham, S., Story, M., & Sandmel, K. (2010). Self-regulated strategies development for persuasive writing in tandem with schoolwide positive behavioral support: Effects for second-grade students with behavioral and writing difficulties. Behavioral Disorders, 35(2), 157.

    Google Scholar 

  • Levitt, J. M., Saka, N., Hunter Romanelli, L., & Hoagwood, K. (2007). Early identification of mental health problems in schools: The status of instrumentation. Journal of School Psychology, 45(2), 163–191.

    Article  Google Scholar 

  • Lane, K. L., Kalberg, J. R., Bruhn, A. L., Mahoney, M. E., & Driscoll, S. A. (2008). Primary prevention programs at the elementary level: Issues of treatment integrity, systematic screening, and reinforcement. Education and Treatment of Children, 31(4), 465–494.

    Article  Google Scholar 

  • Lane, K. L., Bruhn, A. L., Crnobori, M., & Sewell, A. L. (2009). Designing functional assessment-based interventions using a systematic approach: A promising practice for supporting challenging behavior. In T. E. Scruggs & M. A. Mastropieri (Eds.), Policy and practice: Advances in learning and behavioral disabilities (Vol. 22). Bingley: Emerald.

    Google Scholar 

  • Lewis, T. J., Jones, S. E., Horner, R. H., & Sugai, G. (2010). School-wide positive behavior support and students with emotional/behavioral disorders: Implications for prevention, identification and intervention. Exceptionality, 18(2), 82–93.

    Article  Google Scholar 

  • Lewis, T. J., & Sugai, G. (1999). Effective behavior support: A systems approach to proactive schoolwide management. Focus on Exceptional Children, 31(6), 1–24.

    Google Scholar 

  • Liaupsin, C. J., Umbreit, J., Ferro, J. B., Urso, A., & Upreti, G. (2006). Improving academic engagement through systematic, function-based intervention. Education and Treatment of Children, 29(4), 573–591.

    Google Scholar 

  • McCurdy, B. L., Kunsch, C., & Reibstein, S. (2007). Secondary prevention in the urban school: Implementing the Behavior Education Program. Preventing School Failure: Alternative Education for Children and Youth, 51(3), 12–19.

    Article  Google Scholar 

  • McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., & Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, 131–147.

    Article  Google Scholar 

  • McIntosh, K., Campbell, A. L., Carter, D. R., & Dickey, C. R. (2009). Differential effects of a tier two behavior intervention based on function of problem behavior. Journal of Positive Behavior Interventions, 11(2), 82–93.

    Google Scholar 

  • McIntosh, K., Reinke, W. M., & Herman, K. E. (2009a). School-wide analysis of data for social behavior problems: Assessing outcomes, selecting targets for intervention, and identifying need for support. In G. G. Peacock, R. A. Ervin, E. J. Daly, & K. W. Merrell (Eds.), The practical handbook of school psychology (pp. 135–156). New York: Guilford.

    Google Scholar 

  • McIntosh, K., Campbell, A. L., Carter, D. R., & Zumbo, B. D. (2009b). Concurrent validity of office discipline referrals and cut points used in schoolwide positive behavior support. Behavioral Disorders, 34(2), 100–113.

    Google Scholar 

  • McIntosh, K., Frank, J. L., & Spaulding, S. A. (2010). Establishing research-based trajectories of office discipline referrals for individual students. School Psychology Review, 39(3), 380.

    Google Scholar 

  • McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews, S. (2013). Factors related to sustained implementation of schoolwide positive behavior support. Exceptional Children, 79(3), 293–311.

    Google Scholar 

  • Malloy, J. M., Sundar, V., Hagner, D., Pierias, L., & Viet, T. (2010). The efficacy of the RENEW model: Individualized school-to-career services for youth at risk of school dropout. Journal of at Risk Issues, 15(2), 17–25.

    Google Scholar 

  • March, R. E., & Horner, R. H. (2002). Feasibility and contributions of functional behavioral assessment in schools. Journal of Emotional and Behavioral Disorders, 10(3), 158–170.

    Article  Google Scholar 

  • March, R. E., Horner, R. H., Lewis-Palmer, T., Brown, D., Crone, D., Todd, A. W., & Carr, E. (2000). Functional Assessment Checklist for Teachers and Staff (FACTS). Eugene: Educational and Community Supports.

    Google Scholar 

  • Marchant, M. R., Solano, B. R., Fisher, A. K., Caldarella, P., Young, K. R., & Renshaw, T. L. (2007). Modifying socially withdrawn behavior: A playground intervention for students with internalizing behaviors. Psychology in the Schools, 44(8), 779–794.

    Article  Google Scholar 

  • Mathews, S., McIntosh, K., Frank, J. L., & May, S. L. (2014). Critical features predicting sustained implementation of school-wide positive behavioral interventions and supports. Journal of Positive Behavior Interventions, 16(3), 168–178. 1098300713484065.

    Google Scholar 

  • Mitchell, B. S., Stormont, M., & Gage, N. A. (2011). Tier two interventions implemented within the context of a tiered prevention framework. Behavioral Disorders, 36(4), 241–261.

    Google Scholar 

  • Mong, M. D., Johnson, K. N., & Mong, K. W. (2011). Effects of check-In/check-out on behavioral indices and mathematics generalization. Behavioral Disorders, 36(4), 225–240.

    Google Scholar 

  • Muscott, H. S., Pomerleau, T., & Szczesiul, S. (2009). Large-scale implementation of program-wide positive behavioral interventions and supports in early childhood education programs in New Hampshire. NHSA Dialog, 12(2), 148–169.

    Article  Google Scholar 

  • Nelson, J. R., Martella, R. M., & Marchand-Martella, N. (2002). Maximizing student learning: The effects of a comprehensive school-based program for preventing problem behaviors. Journal of Emotional and Behavioral Disorders, 10(3), 136–148.

    Article  Google Scholar 

  • Nelson, J. R., Hurley, K. D., Synhorst, L., Epstein, M. H., Stage, S., & Buckley, J. (2009). The child outcomes of a behavior model. Exceptional Children, 76(1), 7–30.

    Google Scholar 

  • Ness, B. M., Sohlberg, M. M., & Albin, R. W. (2011). Evaluation of a second-tier classroom-based assignment completion strategy for middle school students in a resource context. Remedial and Special Education, 32(5), 406–416.

    Article  Google Scholar 

  • No Child Left Behind Act of 2001, Pub. L. No. 107–110, 115 Stat. 1425 (2002).

    Google Scholar 

  • Presidents Commission on Excellence in Special Education. (2002). A new era: Revitalizing special education for children and their families. Washington, DC: US Department of Education. www.ed.gov/inits/commissionsboards/whspecialeducation/index.html. Accessed 7 March 2013.

  • Reddy, L. A., Newman, E., De Thomas, C. A., & Chun, V. (2009). Effectiveness of school-based prevention and intervention programs for children and adolescents with emotional disturbance: A meta-analysis. Journal of School Psychology, 47(2), 77–99.

    Article  PubMed  Google Scholar 

  • Riley-Tillman, T. C., Chafouleas, S. M., Sassu, K. A., Chanese, J. A. M., & Glazer, A. D. (2008). Examining the agreement of Direct Behavior Ratings and Systematic Direct Observation for on-task and disruptive behavior. Journal of Positive Behavior Interventions, 10, 136–143. doi:10.1177/1098300707312542.

    Article  Google Scholar 

  • Robertson, E. J., & Lane, K. L. (2007). Supporting middle school students with academic and behavioral concerns: A methodological illustration for conducting secondary interventions within three-tiered models of support. Behavioral Disorders, 33(1), 5–22.

    Google Scholar 

  • Safran, S. P. (2006). Using the effective behavior supports survey to guide development of schoolwide positive behavior support. Journal of Positive Behavior Interventions, 8(1), 3–9.

    Article  Google Scholar 

  • Simmons, D. C., Kuykendall, K., King, K., Cornachione, C., & Kameenui, E. J. (2000). Implementation of a school-wide reading improvement model: “No one ever told us it would be this hard!”. Learning Disabilities Research & Practice, 15(2), 92–100.

    Article  Google Scholar 

  • Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380.

    Article  Google Scholar 

  • Simonsen, B., Britton, L., & Young, D. (2010). School-wide positive behavior support in an alternative school setting: A case study. Journal of Positive Behavior Interventions, 12(3), 180–191.

    Article  Google Scholar 

  • Simonsen, B., Myers, D., & Briere, D. E. (2011). Comparing a behavioral check-in/check-out (CICO) intervention to standard practice in an urban middle school setting using an experimental group design. Journal of Positive Behavior Interventions, 13(1), 31–48.

    Article  Google Scholar 

  • Skinner, J. N., Veerkamp, M. B., Kamps, D. M., & Andra, P. R. (2009). Teacher and peer participation in functional analysis and intervention for a first grade student with attention deficit hyperactivity disorder. Education and Treatment of Children, 32(2), 243–266.

    Article  Google Scholar 

  • Sprague, J., Colvin, G., & Irvin, L. (2002). The school safety survey. The Institute on Violence and Destructive Behavior. University of Oregon College of Education.

    Google Scholar 

  • Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C. M., Scott, T., Liaupsin, C., Sailor, W., Turnbull, A. P., Turnbull, H. R., Wickham, D., Reuf, M., & Wilcox, B. (2000a). Applying positive behavioral support and functional behavioral assessment in schools. Journal of Positive Behavioral Interventions, 2, 131–143.

    Article  Google Scholar 

  • Sugai, G., Horner, R. H., & Todd, A. W. (2000b). Effective behavior support: Self-assessment survey. Eugene: University of Oregon.

    Google Scholar 

  • Sugai, G., Horner, R. H., & Lewis-Palmer, T. (2009). The team implementation checklist (v. 3.0). Unpublished instrument. Eugene, Oregon: Educational and Community Supports, University of Oregon.

    Google Scholar 

  • Sumi, W. C., Woodbridge, M. W., Javitz, H. S., Thornton, S. P., Wagner, M., Rouspil, K., Yu, J. W., Seeley, J. R., Walker, H. M., Golly, A., Small, J. W., Feil, E. G., & Severson, H. H. (2013). Assessing the effectiveness of first step to success: Are short-term results the first step to long-term behavioral improvements? Journal of Emotional and Behavioral Disorders, 21(1), 66–78.

    Article  Google Scholar 

  • Todd, A. W., Campbell, A. L., Meyer, G. G., & Horner, R. H. (2008). The effects of a targeted intervention to reduce problem behaviors: Elementary school implementation of check in—check out. Journal of Positive Behavior Interventions, 10(1), 46–55.

    Article  Google Scholar 

  • United States Department of Education Office of Special Education and Rehabilitative Services. (2002). A new era: Revitalizing special education for children and their families. Washington, DC: United States Department of Education Office of Special Education and Rehabilitative Services.

    Google Scholar 

  • United States Public Health Service. (2000). Report of the surgeon general’s conference on children’s mental health: A national action agenda. Washington, DC: Department of Health and Human Services.

    Google Scholar 

  • U.S. Department of Education. (2005). 27th annual report to Congress on the implementation of the Individuals with Disabilities Education Act, 2004. Washington, DC: Author.

    Google Scholar 

  • US Department of Health and Human Services. (2001). Report of the Surgeon General’s conference children’s mental health: A national action agenda. Washington, DC: Author.

    Google Scholar 

  • VanAcker, R. (2004). Current status of public education and likely future directions for students with emotional and behavioral disorders. In L. M. Bullock & R. A. Gable (Eds.), Quality personnel preparation in emotional/behavioral disorders: Current perspectives and future directions. Denton: Institute for Behavioral and Learning Differences.

    Google Scholar 

  • VanDerHeyden, A. M., Witt, J. C., & Gilbertson, D. (2007). A multi-year evaluation of the effects of a response to intervention (RTI) model on identification of children for special education. Journal of School Psychology, 45, 225–256.

    Article  Google Scholar 

  • Walker, H. M., & Severson, H. H. (1992). Systematic Screening for Behavior Disorders (SSBD): User’s guide and administration manual. Longmont: Sopris West.

    Google Scholar 

  • Walker, H. M., & Shinn, M. R. (2002). Structuring school-based interventions to achieve integrated primary, secondary, and tertiary prevention goals for safe and effective schools. Interventions for academic and behavior problems 2: Preventive and remedial approaches, 1–25.

    Google Scholar 

  • Walker, H. M., Kavanagh, K., Stiller, B., Golly, A., Severson, H. H., & Feil, E. G. (1998). First step to success an early intervention approach for preventing school antisocial behavior. Journal of Emotional and Behavioral Disorders, 6(2), 66–80.

    Article  Google Scholar 

  • Walker, H. M., Ramsey, E., & Gresham, R. M. (2004). Antisocial behavior in school: Evidence-based practices (2nd ed.). Belmont: Wadsworth.

    Google Scholar 

  • Walker, B., Cheney, D., Stage, S., Blum, C., & Horner, R. H. (2005). Schoolwide screening and positive behavior supports: Identifying and supporting students at risk for school failure. Journal of Positive Behavior Interventions, 7(4), 194–204.

    Article  Google Scholar 

  • Wagner, M., Kutash, K., Duchnowski, A. J., Epstein, M. H., & Sumi, W. C. (2005). The children and youth we serve: A national picture of the characteristics of students with emotional disturbances receiving special education. Journal of Emotional and Behavior Disorders, 13(2), 79–96.

    Article  Google Scholar 

  • Wickstrom, K. F., Jones, K. M., LaFleur, L. H., & Witt, J. C. (1998). An analysis of treatment integrity in school-based behavioral consultation. School Psychology Quarterly, 13(2), 141.

    Article  Google Scholar 

  • Wills, H., Greenwood, C. R., Kamps, D., Heitzman-Powell, L., & Selig, J. (2010). The combined effects of grade retention and targeted small-group intervention on students’ literacy outcomes. Reading & Writing Quarterly, 26(1), 4–25.

    Article  Google Scholar 

  • Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding it’s heart. Journal of applied behavior analysis, 11(2), 203–214.

    Article  PubMed Central  PubMed  Google Scholar 

  • Witt, J. C., & Elliott, S. N. (1985). Acceptability of classroom intervention strategies. In T. R. Kratochwill (Ed.), Advances in school psychology (Vol. 4, pp. 251–288). Mahwah: Erlbaum.

    Google Scholar 

  • Yeaton, W. H., & Sechrest, L. (1981). Critical dimensions in the choice and maintenance of successful treatments: Strength, integrity, and effectiveness. Journal of Consulting and Clinical Psychology, 49, 156–167.

    Article  PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Missouri, Columbia, USA

    Barbara S. Mitchell & Timothy J. Lewis

  2. University of Iowa, Iowa City, USA

    Allison L. Bruhn

Authors
  1. Barbara S. Mitchell
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Allison L. Bruhn
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Timothy J. Lewis
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Barbara S. Mitchell .

Editor information

Editors and Affiliations

  1. University of California, Santa Barbara Gevirtz Graduate School of Education, Santa Barbara, California, USA

    Shane R. Jimerson

  2. University of Missouri, Columbia, Missouri, USA

    Matthew K. Burns

  3. Education Research & Consulting, Inc., FAIRHOPE, Alabama, USA

    Amanda M. VanDerHeyden

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer Science+Business Media New York

About this chapter

Cite this chapter

Mitchell, B., Bruhn, A., Lewis, T. (2016). Essential Features of Tier 2 and 3 School-Wide Positive Behavioral Supports. In: Jimerson, S., Burns, M., VanDerHeyden, A. (eds) Handbook of Response to Intervention. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-7568-3_31

Download citation

Publish with us

Policies and ethics

Search

Navigation