Skip to main content
SpringerLink
Log in
Book cover

Handbook of Response to Intervention pp 121–141Cite as

Multi-Tiered Systems of Support and Evidence-Based Practices

  • Chapter
  • First Online:

Abstract

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.

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

  • Berkel, C., Mauricio, A. M., Schoenfelder, E., & Sandler, I. N. (2011). Putting the pieces together: An integrated model of program implementation. Prevention Science, 12(1), 23–133. doi:10.1007/s11121-010-0186-1.

    Article  PubMed  Google Scholar 

  • Bernhardt, V. L., & Hebert, C. L. (2011). Response to intervention and continuous school improvement: Using data, vision and leadership to design, implement, and evaluate a schoolwide prevention system. Larchmont: Eye on Education.

    Google Scholar 

  • Bond, L. A., & Hauf, A. M. C. (2004). Taking stock and putting stock in primary prevention: Characteristics of effective programs. Journal of Primary Prevention, 24, 199–221.

    Article  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, 1–26.

    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 Behavioral Interventions, 12, 161–179.

    Article  Google Scholar 

  • Burns, M. K. (2010). Response-to-intervention research: Is the sum of the parts as great as the whole? Perspectives on Language and Literacy, 36, 13–15.

    Google Scholar 

  • Burns, M. K., Appleton, J. J., & Stehouwer, J. D. (2005). Meta-analytic review of responsiveness-to-intervention research: Examining field-based and research-implemented models. Journal of Psychoeducational Assessment, 23, 381–394.

    Article  Google Scholar 

  • Burns, M. K., VanDerHeyden, A. M., & Boice, C. H. (2008). Best practices in delivery of intensive academic interventions. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 1151–1162). Bethesda: National Association of School Psychologists.

    Google Scholar 

  • Canter, A., Klotz, M. B., & Cowan, K. (2008). Response to intervention: The future for secondary schools. Principal Leadership, 8(6), 12–15.

    Google Scholar 

  • Chitiyo, M., May, M. E., & Chitiyo, G. (2012). An assessment of the evidence base for school-wide positive behavior support. Education and Treatment of Children, 35, 1–24.

    Article  Google Scholar 

  • Collaborative for Academic, Social, and Emotional Learning. (2005). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning programs-Illinois edition. Chicago: Author.

    Google Scholar 

  • Crone, D. A., 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 

  • Crosson, A. C., & Lesaux, N. K. (2010). Revisiting assumptions about the relationship of fluent reading to comprehension: Spanish speakers' text-reading fluency in English. Reading and Writing: An Interdisciplinary Journal, 23, 475–494.

    Article  Google Scholar 

  • Coyne, M. D., Capozzoli, A., Ware, S., & Loftus, S. (2010, Spring). Beyond RTI for decoding: Supporting early vocabulary development within a multitier approach to instruction and intervention. Perspectives on Language and Literacy, 18–21.

    Google Scholar 

  • Denton, C. A. (2012). Response to intervention for reading difficulties in the primary grades: Some answers and lingering questions. Journal of Learning Disabilities, 45, 232–243.

    Article  PubMed Central  PubMed  Google Scholar 

  • Doll, B., Haack, K., Kosse, S., Osterloh, M., Siemers, E., & Pray, B. (2005). The dilemma of pragmatics: Why schools don't use quality team consultation practices. Journal of Educational and Psychological Consultation, 16, 127–155. doi:10.1207/s1532768xjep.

    Article  Google Scholar 

  • Dougherty Stahl, K. A., Keane, A. E., & Simic, O. (2012). Translation policy to practice: Initiating RTI in urban schools. Urban Education, 48, 350–379. doi:10.1177/0042085912461755.

    Article  Google Scholar 

  • Durlak, J. A., & Dupre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327–350. doi:10.1007/s10464-008-9165-0.

    Article  PubMed  Google Scholar 

  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students; social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405–432.

    Article  PubMed  Google Scholar 

  • Elbaum, B., Vaughn, S., Hughes, M., & Moody, S. (2000). How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research. Reading Research Quarterly, 92, 605–619.

    Google Scholar 

  • Ervin, R. A., Schaughency, E., Goodman, S. D., McGlinchey, M. T., & Matthews, A. (2006). Merging research and practice agendas to address reading and behavior school-wide. School Psychology Review, 35, 198–223.

    Google Scholar 

  • Fletcher, J. M., & Vaughn, S. (2009). Response to intervention: Preventing and remediating academic difficulties. Child Development Perspectives, 3(1), 30–37.

    Article  PubMed Central  PubMed  Google Scholar 

  • Foorman, B. R. (2003). Preventing and remediating reading difficulties: Bringing science to scale. Baltimore: York Press.

    Google Scholar 

  • Forman, S. G., Shapiro, E. S., Codding, R. S., Gonzales, J. E., Reddy, L. A., Rosenfield, S. A., Sanetti, S. M. H., & Stoiber, K. C. (2013). Implementation science and school psychology. School Psychology Quarterly, 28, 77–100. doi:10.1037/spq0000019.

    Article  PubMed  Google Scholar 

  • Fuchs, L. S., & Vaughn, S. (2012). Responsiveness-to-intervention: A decade later. Journal of Learning Disabilities, 45, 195–203.

    Article  PubMed Central  PubMed  Google Scholar 

  • Gersten, R., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., & Tilly, W. D. (2009). Assisting students struggling with reading: Response to intervention and multi-tier intervention for reading in the primary grades. Washington, DC: Institute of Education Sciences, U.S. Department of Education.

    Google Scholar 

  • Gettinger, M., & Stoiber, K. C. (2006). Functional assessment, collaboration, and evidence-based treatment: An experimental analysis of a team approach for addressing challenging behavior. Journal of School Psychology, 44, 231–252.

    Article  Google Scholar 

  • Gettinger, M., & Stoiber, K. C. (2012). Curriculum-based early literacy assessment and differentiated instruction with high-risk preschoolers. Reading Psychology, 33, 11–36.

    Article  Google Scholar 

  • Graves, A. W., Duesbery, L., Pyle, N. B., Brandon, R. R., & McIntosh, A. S. (2011). Two studies of Tier II literacy development: Throwing sixth graders a lifeline. The Elementary School Journal, 111, 641–661.

    Article  Google Scholar 

  • Greenwood, C. R., Bradfield, T., Kaminski, R., Linas, M., Carta, J. J., & Nylander, D. (2011). The response to intervention (RTI) approach in early childhood. Focus on Exceptional Children, 43(9), 1–22.

    Google Scholar 

  • Gresham, F. M., & Elliott, S. N. (2008). Social skills improvement system: Rating scales. Minneapolis: Pearson Assessments.

    Google Scholar 

  • Gresham, F. M., Hunter, K. K., Corwin, E. P., & Fischer, A. J. (2013). Screening, assessment, treatment, and outcome evaluation of behavioral difficulties in an RTI model. Exceptionality, 21, 19–33.

    Article  Google Scholar 

  • Hammond, R. K., Campell, J. M., & Ruble, L. A. (2013). Considering identification and service provision for students with autism spectrum disorders within the context of response to intervention. Exceptionality, 21, 34–50.

    Article  Google Scholar 

  • Hartsell, K., & Hayes, S. (2012). Spotlight on MiBLSi. Spotlight Briefs, 2(1), 1–5.

    Google Scholar 

  • Holth, P., Torsheim, T., Sheidow, A. J., Ogden, T., & Henggeler, S. W. (2011). Intensive quality assurance of therapist adherence to behavioral interventions for adolescent substance use problems. Journal of Child & Adolescent Substance Abuse, 20, 289–313.

    Article  Google Scholar 

  • Horner, R. H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & 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, 133–145.

    Article  Google Scholar 

  • Horner, R. H., Sugai, G., & Anderson, C. A. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptional Children, 42(8), 1–16.

    Google Scholar 

  • Iovannone, R., Greenbaum, P. E., Wang, W., Kincaid, D., Dunlap, G., & Strain, P. (2009). Randomized controlled trial of the prevent-teach-reinforce (PTR) tertiary intervention for students with problem behaviors: Preliminary outcomes. Journal of Emotional and Behavioral Disorders, 17, 213–225.

    Google Scholar 

  • Jones, K. M., & Wickstrom, K. F. (2010). Using functional assessment to select behavioral interventions. In R. Ervin, G. Peacock, E. Daly, & K. Merrell (Eds.), Practical handbook of school psychology (pp. 192–210). New York: Guilford Press.

    Google Scholar 

  • Jones, R. E., Yssel, N., & Grant, C. (2012). Reading instruction in tier 1: Bridging the gaps by nesting evidence-based interventions within differentiated instruction. Psychology in the Schools, 49, 210–218.

    Article  Google Scholar 

  • Justice, L. M. (2006). Evidence-based practice, response to intervention, and the prevention of reading difficulties. Language, Speech, and Hearing Services in Schools, 37, 284–297.

    Article  PubMed  Google Scholar 

  • Kamps, D., Abbott, M., Greenwood, C., Wills, H., Veerkamp, M., & Kaufman, J. (2008). Effects of small-group reading instruction and curriculum differences for students most at risk in kindergarten two-year results for secondary-and tertiary-level interventions. Journal of Learning Disabilities, 41(2), 101–114.

    Article  PubMed  Google Scholar 

  • Kendall, P. C., & Hedtke, K. A. (2006). Cognitive-behavioral therapy for anxious children: Therapist manual (3rd ed.). Llanfair: Workbook Publishing.

    Google Scholar 

  • Kovelski, J. F., & Black, L. (2010). Multi-tier service delivery: Current status and future directions. In T. A. Glover & S. Vaughn (Eds.), The promise of response to intervention: Evaluating current science and practice (pp. 23–56). New York: Guilford Press.

    Google Scholar 

  • Kratochwill, T. R., & Stoiber, K. C. (2002). Evidence-based interventions in school psychology: Conceptual foundations of the procedural and coding manual of Division 16 and the Society for the Study of School Psychology Task Force. School Psychology Quarterly, 17, 233–253.

    Google Scholar 

  • Lane, K., Kalberg, J. R., & Menzies, H. M. (2009). Developing schoolwide programs to prevent and manage problem behaviors: A step-by-step approach. New York: Guilford Press.

    Google Scholar 

  • Lane, K., Menzies, H. M., Kalberg, J. R., & Oakes, U. B. (2012). A comprehensive, integrated three-tier model to meet students academic, behavioral, and social needs. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook (Vol. 3, pp. 551–581). Washington, DC: APA.

    Google Scholar 

  • Langley, A. K., Nadeem, E., Kataoka, S. H., Stein, B. D., & Jaycox, L. H. (2010). Evidence-based mental health programs in schools: Barriers and facilitators of successful implementation. School Mental Health, 2, 105–113. doi:10.1007/s12310-010-9038-1.

    Article  PubMed Central  PubMed  Google Scholar 

  • Lassen, S., Steele, M., & Sailor, W. (2006). The relationship of school-wide positive behavior support to academic achievement in an urban middle school. Psychology in the Schools, 43, 701–712.

    Article  Google Scholar 

  • Latz, A. O., Speirs Neumeister, K. L., Adams, C. M., & Pierce, R. L. (2009). Peer coaching to improve classroom differentiation: Perspectives from Project CLUE. Roeper Review, 31, 27–39.

    Article  Google Scholar 

  • Lehr, C. A., Sinclair, M. F., & Christenson, S. L. (2004). Addressing student engagement and truancy prevention during the elementary school years: A replication study of the check & connect model. Journal of Education for Students Placed at Risk, 9, 279–301.

    Article  Google Scholar 

  • Lindstrom, J. H. (2013). Introduction to the special issue: Response to intervention within the context of specific learning disabilities, emotional disturbance, autism spectrum disorders, and early childhood special education. Exceptionality, 21, 1–4.

    Article  Google Scholar 

  • McIntosh, K., Chard, D., Boland, J., & Horner, R. (2006). A demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavior Interventions, 8, 146–154.

    Article  Google Scholar 

  • McIntosh, K., Brown, J. A., & Borgmeier, C. J. (2008). Validity of functional behavior assessment within an RTI framework: Evidence and future directions. Assessment for Effective Intervention, 34, 6–14.

    Article  Google Scholar 

  • McIntosh, K., Reinke, W. M., & Herman, K. E. (2009). 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 Press.

    Google Scholar 

  • McIntosh, K., Filter, K. J., Bennett, J. L., Ryan, C., & Sugai, G. (2010). Principles of sustainable prevention: Designing scale-up of school-wide positive behavior support to promote durable systems. Psychology in the Schools, 47, 5–21.

    Google Scholar 

  • Merrell, K. W., & Gueldner, B. A. (2010). Preventive interventions for students with internalizing disorders: Effective strategies for promoting mental health in schools. In M. R. Shinn & H. M. Walker (Eds.), Interventions for achievement and behavior problems in a three-tier model including RTI (pp. 799–824). Bethesda: National Association of School Psychologists.

    Google Scholar 

  • Michigan Department of Education. (2012). Integrated Behavior and Learning Support Initiative expands support around the state: MiBLSi supports student success. Lansing: Author.

    Google Scholar 

  • Miller, D. N., Eckert, T. L., & Mazza, J. J. (2009). Suicide prevention programs in the schools: A review and public health perspective. School Psychology Review, 38, 168–188.

    Google Scholar 

  • National Early Literacy Panel. (2009). Developing early literacy: Report of the National Early Literacy Panel (NELP). Jessup: National Institute for Literacy. http://lincs.ed.gov/publications/pdf/NELPReport09.pdf. Accessed 13 March 2014.

    Google Scholar 

  • Novins, D. K., Green, A. E., Legha, R. K., & Aarons, G. A. (2013). Dissemination and implementation of evidence-based practices for child and adolescent mental health: A systematic review. Journal of the American Academy of Child & Adolescent Psychiatry, 52, 1009–1025.

    Article  Google Scholar 

  • O’Connor, E. P., & Freeman, E. (2012). District-level considerations in supporting and sustaining RTI implementation. Psychology in the Schools, 49, 297–310. doi:10.1002/pits.21598.

    Article  Google Scholar 

  • Peterson, I. T., Bates, J. E., D’Onofrio, M. M., Lansford, J. E., Dodge, K. A., Pettit, G. S., & Van Hulle, C. A. (2013). Language ability predicts the development of behavior problems in children. Journal of Abnormal Psychology, 122, 542–557.

    Article  Google Scholar 

  • Promising Practices Network (PPN). http://www.promisingpractices.net. Accessed 7 Dec 2013.

  • Pyle, N., & Vaughn, S. (2012). Remediating reading difficulties in a response to intervention model with secondary students. Psychology in the Schools, 49, 273–284. doi:10.1002/pits.21593.

    Article  PubMed Central  PubMed  Google Scholar 

  • Reis, S. M., McCoach, D. B., Little, C. A., Muller, L. M., & Kaniskan, R. B. (2011). The effects of differentiated instruction and enrichment pedagogy on reading achievement in five elementary schools. American Educational Research Journal, 48, 462–501.

    Article  Google Scholar 

  • Ringwalt, C., Vincus, A. A., Hanley, S., Ennett, S. T., Bowling, J. M., & Rohrbach, L. A. (2009). The prevalence of evidence-based drug use prevention curricula in US middle schools in 2005. Prevention Science, 10(1), 33–40.

    Article  PubMed Central  PubMed  Google Scholar 

  • Sailor, W., Sugai, G., Horner, R. H., & Dunlap, G. (Eds.). (2009). Handbook of positive behavior support. New York: Springer.

    Book  Google Scholar 

  • Sanetti, L. H., & Kratochwill, T. R. (2009). Toward developing a science of treatment integrity: Introduction to the special series. School Psychology Review, 38, 445–459.

    Google Scholar 

  • Scott, T. M., Anderson, C. M., & Spaulding, S. A. (2008). Strategies for developing and carrying out functional assessment and behavior intervention planning. Preventing School Failure, 52(3), 39–50.

    Article  Google Scholar 

  • Sinclair, M. F., Christenson, S. L., & Thurlow, M. L. (2005). Promoting school completion of urban secondary youth with emotional or behavioral disabilities. Exceptional Children, 71, 465–482.

    Google Scholar 

  • Slavin, R. E., & Lake, C. (2008). Effective programs in elementary mathematics: A best-evidence synthesis. Review of Educational Research, 78, 427–515.

    Article  Google Scholar 

  • Slavin, R. E., Lake, C., & Groff, C. (2009). Effective programs in middle and high school mathematics: A best-evidence synthesis. Review of Educational Research, 79, 839–911.

    Article  Google Scholar 

  • Spectrum K12 School Solutions. (2011). Response to intervention adoption survey 2011. http://www.spectrumk12.com//uploads/file/RTI%20Report%202011%20FINAL.pdf. Accessed 12 June 2012.

  • Stanovich, P. J., & Stanovich, K. E. (2003). Using research and reason in education: How teachers can use scientifically-based research to make curricular instructional decision. Washington, DC: Partnership for Reading.

    Google Scholar 

  • Stark, K. D., & Kendall, P. C. (1996). Treating depressed children: Therapist manual for taking Action. Ardmore: Workbook.

    Google Scholar 

  • Stewart, R. M., Benner, G. J., Martella, R. C., & Marchand-Martella, N. E. (2007). Three-tier models or reading and behavior: A research review. Journal of Positive Interventions, 9, 239–252.

    Article  Google Scholar 

  • Stoiber, K. C. (2004). Functional assessment and intervention system. San Antonio: PsychCorp/Pearson Assessment.

    Google Scholar 

  • Stoiber, K. C. (2011). Translating knowledge of social-emotional learning and evidence-based practice into responsive school innovations. Journal of Educational and Psychological Consultation, 21, 46–55.

    Article  Google Scholar 

  • Stoiber, K. C. (in press). A comprehensive framework for multitiered systems of support in school psychology. In A. Thomas & P. Harrison (Eds.), Best practices in school psychology (6th ed.). Washington, DC: National Association of School Psychologists.

    Google Scholar 

  • Stoiber, K. C., & DeSmet, J. (2010). Guidelines for evidence-based practice in selecting interventions. In R. Ervin, G. Peacock, E. Daly, & K. Merrell (Eds.), Practical handbook of school psychology (pp. 213–234). New York: Guilford Press.

    Google Scholar 

  • Stoiber, K. C., & Gettinger, M. (2011). Functional assessment and positive support strategies for promoting resilience: Effects on teachers and high-risk children. Psychology in the Schools, 48, 686–706.

    Article  Google Scholar 

  • Stoiber, K. C., & Vanderwood, M. (2008). Traditional service delivery vs. problem-solving consultative models: Urban school psychologists’ use, needs, and priorities. Journal of Educational and Psychological Consultation, 18, 264–292.

    Article  Google Scholar 

  • Stormont, M., Reinke, W., & Herman, K. (2011). Teachers’ knowledge of evidence-based interventions and available school resources for children with emotional and behavioral problems. Journal of Behavioral Education, 20, 138–147.

    Article  Google Scholar 

  • Sugai, G., & Horner, R. H. (2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered system approaches. Exceptionality, 17, 223–237.

    Article  Google Scholar 

  • Sugai, G., & Horner, R. H. (2010). School-wide positive behavior support: Establishing a continuum of evidence based practices. Journal of Evidence-based Practices for Schools, 11(1), 62–83.

    Google Scholar 

  • Todd, A., Campbell, A., Meyer, G., & Horner, R. (2008). The effects of a targeted intervention to reduce problem behaviors. Journal of Positive Behavior Interventions, 10, 46–55.

    Article  Google Scholar 

  • Torgesen, J. (2009). The response-to-intervention instructional model: Some outcomes from a large-scale implementation in Reading First schools. Child Development Perspectives, 3(1), 38–40.

    Article  Google Scholar 

  • U.S. Department of Education, National Center for Education Statistics. (2011). Digest of education statistics. Washington, DC: Author. http://nces.ed.gov/programs/digest/d11/. Accessed 12 Nov 2013.

    Google Scholar 

  • Van Der Heyden, A. M., Witt, J. C., & Gilbertson, D. A. (2007). 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 

  • Vanderwood, M. L., & Nam, J. (2008). Best practices in assessing and improving English language learners' literacy performance. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (5th ed., pp. 1847–1855). Bethesda: National Association of School Psychologists.

    Google Scholar 

  • Vannest, K. J., Reynolds, C. R., & Kamphaus, R. W. (2008). Intervention guide. Minneapolis: Pearson.

    Google Scholar 

  • Vaughn, S., & Chard, D. (2006, Winter). Three-tier intervention research studies: Descriptions of two related projects. Perspectives, 29–34.

    Google Scholar 

  • Vaughn, S., Wanzek, J., Murray, C. S., Scammacca, N., Linan-Thompson, S., & Woodruff, A. L. (2009). Response to early reading intervention: Examining higher and lower responders. Exceptional Children, 75, 165–183.

    Google Scholar 

  • Vaughn, S., Wexler, J., Roberts, G., Barth, A. E., Cirino, P. T., Romain, M., Francis, D., Flectcher, J., & Denton, C. A. (2011). The effects of individualized and standardized interventions on middle school students with reading disabilities. Exceptional Children, 77, 391–407.

    PubMed Central  PubMed  Google Scholar 

  • Wanzek, J., & Vaughn, S. (2011). Is a three-tiered reading intervention model associated with reduced placement in special education? Remedial and Special Education, 32, 167–175.

    Article  Google Scholar 

  • Watson, S. M., Gable, R. A., & Greenwood, C. R. (2011). Combining ecobehavioral assessment, functional assessment, and response to intervention to promote more effective classroom instruction. Remedial and Special Education, 32(4), 334–344.

    Article  Google Scholar 

  • What Works Clearinghouse. (2007). Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee/wwc. Accessed 14 March 2014.

  • What Works Clearinghouse. (2011). Procedures and standards handbook. Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee/wwc/pdf/reference_resources/wwc_procedures_v3_0_standards_handbook.pdf. Accessed 5 March 2015.

  • Ysseldyke, J. E., & Christenson, S. L. (2002). FAAB: Functional assessment of academic behavior. Longmont: Sopris West.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Univerisity of Wisconsin, 53211, Milwaukee, WI, USA

    Karen C. Stoiber

  2. University of Wisconsin, 53706, Madison, WI, USA

    Maribeth Gettinger

Authors
  1. Karen C. Stoiber
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Maribeth Gettinger
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Karen C. Stoiber .

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

Stoiber, K., Gettinger, M. (2016). Multi-Tiered Systems of Support and Evidence-Based Practices. 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_9

Download citation

Publish with us

Policies and ethics

Search

Navigation