Multi-Tiered Systems of Support and Evidence-Based Practices

  • Karen C. StoiberEmail author
  • Maribeth Gettinger


Evidence-based practices (EBPs) emerge as inherent to the successful implementation of a comprehensive and combined multi-tiered system of support (MTSS) model. The intended result of multi-tiered intervention progression combined with EBP is a validated, data-based approach to understanding students’ needs along with a description of what promotes or inhibits their academic and social–emotional and behavioral performance. The purpose of this chapter is to present a combined research- and practice-based framework for integrating a comprehensive MTSS model with EBP, and thus, optimize the results stemming from school improvement efforts. Toward this goal, EBPs and strategies are reviewed to address concerns in the academic and social–emotional and behavioral domains along with recommendations for their application within MTSS.

Schools are in the midst of intensive educational reform. A comprehensive multi-tiered model to address a full range of academic, behavioral, and social needs among children and youth is envisioned as a preferable practice model in response to reform initiatives. To attain the goal of successful multi-tiered intervention implementation, however, the model must incorporate evidence-based practices (EBPs). The chapter begins with an overview of EBPs and the rationale for incorporating them within a multi-tiered system of support (MTSS) model. Next, applications of MTSS and EBP in academic domains and social–emotional and behavioral domains are provided. These sections highlight specific strategies for successful implementation at tier 1, tier 2, and tier 3. Key questions that have emerged regarding EBP approaches within MTSS are addressed. Finally, a summary of the current status of EBP and MTSS is presented along with future research and practice implications.


Challenging Behavior Phonemic Awareness Good Behavior Game Oral Reading Fluency Positive Behavior Support 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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© Springer Science+Business Media New York 2016

Authors and Affiliations

  1. 1.Univerisity of WisconsinMilwaukeeUSA
  2. 2.University of WisconsinMadisonUSA

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