Integrated Multi-Tiered Systems of Support

Blending Rti and Pbis
2. Auflage 2027
ISBN: 978-1-4625-6621-1
Verlag: Guilford Publications

Buch, Englisch, 307 Seiten

Reihe: The Guilford Practical Intervention in the Schools Series

This innovative guide to combining stand-alone academic and behavior supports into a single, integrated system is now in a thoroughly revised second edition, reflecting over a decade of advances in research and implementation. Many K–12 educators want to build integrated multi-tiered systems of support (MTSS) but lack a roadmap for doing so. This book provides step-by-step strategies and tools that are practical, equitable, field tested, and empirically based. The authors outline efficient, sustainable ways to integrate data structures, practices, teams, and district systems; detailed cases present examples of implementation. In a convenient large-size format, the volume includes dozens of reproducible checklists and forms that also can be downloaded and printed.

New to This Edition
- Increased attention to supporting social–emotional well-being and mental health.
- Enhanced, more feasible recommendations for assessing fidelity of implementation.
- Additional assessments, including measures of district- and state-level capacity to support MTSS.
- More guidance for embedding student and family voices in planning and decision making.

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

Autoren/Hrsg.

McIntosh, Kent

Goodman, Steve

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Kinder- und Jugendpsychologie

Inhaltsverzeichnis

I. Foundations
1. Introduction
2. The Connection 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. Looking Back, Looking Forward
8. Conclusion
Glossary of Abbreviations
References
Index

Über Autor(innen)

Kent McIntosh, PhD, is the Philip H. Knight Chair of Special Education at the University of Oregon and Director of Educational and Community Supports, a research unit in the College of Education. His current research focuses on implementation and sustainability of school-based interventions, reducing racial discipline disparities, and integrated academic and behavior support. Dr. McIntosh is author of over 100 peer-reviewed journal articles. He is Codirector of the Center on Positive Behavioral Interventions and Supports and co-facilitator of the Center’s Equity and Belonging Workgroup, as well as a founding member of the PBIS-SCP Canada Network. Dr. McIntosh is a recipient of the Article of the Year Award from Division 16 (School Psychology) of the American Psychological Association, the Article of the Year Award from the Division for Emotional and Behavioral Health of the Council for Exceptional Children (CEC), and the Distinguished Early Career Research Award from the CEC’s Division of Research, among other honors.

Steve Goodman, PhD, is a partner with the National Technical Assistance Center on Positive Behavioral Interventions and Supports and former Director of Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi). He was the Michigan grantee principal investigator for the first Office of Special Education Programs-funded model demonstration grant competition utilizing an integrated behavior and reading support model. Dr. Goodman has over 30 years of experience in the field of education as a special education teacher and a teacher consultant, and he has worked as a trainer for Michigan’s Positive Behavior Support project. He has coauthored several research articles and book chapters and has presented at numerous national and international conferences. Dr. Goodman is on the board of directors of the Association for Positive Behavior Support, serves on advisory panels for several statewide projects, and has consulted with state- and district-level projects across the United States.