Blending Academic RTI and PBIS into Integrated Multi-Tiered Systems of Support:Concepts and First Steps
Kent McIntoshUniversity of OregonSelma Unified School District
Information in this presentation comes from:
McIntosh, K., & Goodman, S. (in press). Integrated multi-tiered systems of support: Blending RTI and PBIS. New York: Guilford Press.
handout
Co-authorSteve Goodman
Partnering DistrictsBethel School District, ORTigard-Tualatin School District, OR
Selma USDSteve GonzalezMichelle SalcidoParticipants in Sustainability Study
Grateful acknowledgements to:
Define an integrated MTSS modelShow research showing the benefits
of integrating systems into one MTSSShare strategies for integrating
academic and behavior practicesTier ITier IITier III
Overview
I’m assuming you know about and use some of the following:Tier I, II, and III academic interventionsTier I, II, and III social behavior interventionsRTI, PBIS, and integrated MTSS
A little caveat…
• Specific academic assessments and interventions
• Use of published curricula selected by school or district
• Use of direct assessment of skills
• Periodic assessment through benchmarking periods
• Focus on grade-level teaming
• Described in IDEA as SPED eligibility determination approach
• Specific social behavior assessments and interventions
• Use of free materials that are adapted to fit the school’s context
• Use of indirect assessment of behavior
• Continuous assessment of social behavior with existing data sources
• Focus on school-wide teaming
• Described in IDEA as school-wide prevention and individual intervention approach
• Scientifically-based interventions
• Instruction as prevention• Tiered continuum of
supports with increasing intensity based on need
• Regular screening for early intervention
• Use of a problem-solving model and data-based decision rules
• Focus on teaming• Emphasis on improving
quality of implementation• Embedded into school
improvement plan
Academic RTI PBIS
Features of MTSS (McIntosh & Goodman, in press)
Parallel play
What are we talking about when we talk about integrated MTSS?
Parallel play Full integration
What are we talking about when we talk about integrated MTSS?
1. Integration can be hard2. But we're all doing the same work
Some Big Ideas about MTSSIs there a link between academics and behavior?
CombinedAcademic
andBehavior
Challenges
Initial Behavior Challenges
Initial Academic Challenges
Pathway 2:Attention Deficits Lead to Combined Challenges
Underlying Attention Deficits
Pathway 1:Behavior Challenges Lead to Combined Challenges
Pathway 3:Academic Challenges Lead to Social Rejection and Combined Challenges
Pathway 4:Academic Challenges Lead to Combined Challenges
1. “Chaotic Classroom” Theory Access to instruction (Levy & Chard, 2001)
Two Causes, Two Solutions
MEAP – Grade 4 Reading Assessment29 Elementary schools in Michigan
(reading and behavior support)
Over 55% of major ODRs from classroom
Under 55% of major ODRs from classroom
Probability of scoringbelow 75% proficient:
.78
Probability of scoringabove 75% proficient:
.75
(Goodman, 2005)
1. “Chaotic Classroom” Theory Access to instruction (Levy & Chard, 2001)
Create safe, positive classrooms where instruction can take place
Two Causes, Two Solutions
Can PBIS lead to improved reading performance?Kelm, J. L., McIntosh, K., & Cooley, S. (2014). Effects of implementing school-wide positive behaviour support on social and academic outcomes. Canadian Journal of School Psychology, 29, 195-212.
BC Elementary School Example:Office Discipline Referrals
BC Elementary School Example:Out of School Suspensions
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School District
% m
any
times
or a
ll of
the
time
At school, are you bullied, teased or picked on?
2008
2009
Student Satisfaction Survey: Grade 4
FSA Results 2007-09: Grade 4
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School District
% m
eetin
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Reading Comprehension
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2009
1. “Chaotic Classroom” Theory Access to instruction (Levy & Chard, 2001)
Create safe, positive classrooms where instruction can take place
2. Response to Intervention Theory Repeated academic failure leads to a
pattern of problem behavior (Patterson, 1982; McIntosh et al., 2008)
Two Causes, Two Solutions
Teacher presents student with grade level
academic task
Teacher removes academic task or removes student
Student engages in problem behavior
Student escapes academic task
Student’s academic skills do not improve
Coercive Cycle of Teacher-Student Interactions (McIntosh et al., 2008)
1. “Chaotic Classroom” Theory Access to instruction (Levy & Chard, 2001)
Create safe, positive classrooms where instruction can take place
2. Response to Intervention Theory Repeated academic failure leads to a
pattern of problem behavior (Patterson, 1982; McIntosh et al., 2008)
Provide high-quality academic instruction to prevent failure
Two Causes, Two Solutions
Research questions:1. Do pre-reading scores at the start of
kindergarten predict problem behavior in 5th grade?
2. Does response to academic instruction change this risk?
Can we alter the academic to behavior challenges pathway? (McIntosh, Sadler, & Brown, 2012)
0
0.1
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Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Me
an
OD
Rs
Pe
r Y
ea
r
Low RiskSome RiskAt Risk
ODRs by K DIBELS ISF Score
(McIntosh, Sadler, & Brown, 2012)
Risk for Problem Behavior Grade 5:Response to Intervention in Grade K
Fall Kindergarten ISF Winter Kindergarten ISF
17%
5%
3%
Conditional Probabilities for 2+ ODRs
low risk to low risk
Risk for Problem Behavior Grade 5:Response to Intervention in Grade K
Fall Kindergarten ISF Winter Kindergarten ISF
11%
8%
(0%)
some risk to some risk
Conditional Probabilities for 2+ ODRs
Risk for Problem Behavior Grade 5:Response to Intervention in Grade K
Fall Kindergarten ISF Winter Kindergarten ISF
15%
14%
(0%)
at risk to at risk
Conditional Probabilities for 2+ ODRs
1. Integration can be hard2. But we're all doing the same work3. We need to integrate our systems to
solve the big problems
Some Big Ideas about MTSS
Disproportionality in School Discipline (Losen et al., 2015)
http://civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights-remedies/school-to-prison-folder/federal-reports/are-we-closing-the-school-discipline-gap
A 5-pointIntervention to Enhance Equity in School Discipline
http://www.pbis.org/school/equity-pbis
1. Use engaging academic instruction to reduce the support (achievement) gap
2. Implement a behavior framework that is preventive, multi-tiered, and culturally responsive
3. Collect, use, and report disaggregated student discipline data
4. Develop policies with accountability for disciplinary equity
5. Teach neutralizing routines for vulnerable decision points
5-point Intervention to Enhance Equity in School Discipline
http://www.pbis.org/school/equity-pbis
Start with a foundation of PBIS Improve school climate Increase positive student-teacher interactionsProvide instructional alternatives to ODRs and
suspensions Ensure Cultural ResponsivenessCR-PBIS Self-Assessment
(http://www.pbisillinois.org/trainings/equity) Use Engaging Academic InstructionExplicit, high rates of OTRs, progress monitoring
Prevent Situations Leading to Disproportionate Discipline
43% 47%36%
28% 24%11%81% 84%
88%94% 91% 94%
38% 37%
52%
66% 67%
83%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2007‐08 2008‐09 2009‐10 2010‐11 2011‐12 2012‐13
Percent M
eetin
g or Exceeding
Stand
ards
White
Latino
Integrated MTSS and the Achievement Gap
Tigard-Tualatin School District (Chaparro, Helton, & Sadler, in press)
CaliforniaLane & Menzies (2003)
FloridaKincaid & Batsche (in press)
MichiganErvin, Schaughency, Goodman, McGlinchey,
& Matthews (2006) OhioStollar, Poth, Curtis, & Cohen (2006)
OregonChaparro et al. (in press), Sadler & Sugai (2008)
Integrated MTSS Successes
1. Integration can be hard2. But we're all doing the same work3. We need to integrate our systems to
solve the big problems4. And it's all worth it
Some Big Ideas about MTSSSo…how do we integrate our academic and behavior systems?
Data systems Practices Teaming District SupportTraining and Professional DevelopmentCoaching
What do we integrate?(McIntosh & Goodman, in press)
The key to integrated systems is through integrated thinking1. Considering the link between academics and
social behavior in planning supports2. Implementing effective practices for both the
academic and social behavior domains3. Integrating where it makes the most sense
How to integrate well
1. Because academic RTI and PBIS systems are both organized that way
2. The approach to integrating practices varies based on the specific tier of support
Considers Tiers of Support when Integrating
Tier IProvide quality instruction in each domainUse the same principles to guide instruction
Tier IIUtilize existing Tier II academic practices that also
provide social behavior support (and vice-versa)Differentiate instruction to add efficient
intervention across domains Tier IIIFully integrate support based on individual needs
Tiered Logic for Integrating Practices
Aims:Maximize success for all studentsPrevent challenges in each area that could
cross over Integration considerationsCore instructional principles are sharedEfficiency comes from generalization
Tier I Principles of effective instruction (academic and social behavior)1. Focus on big ideas2. Conspicuous strategies3. Mediated scaffolding4. Strategic integration5. Primed background knowledge6. Judicious review
Coyne, Kame’enui, & Carnine, 2007
1. Focus on Big IdeasPrinciple Description Reading Example Behavior Example Integrated Support
ExampleBig Ideas Focus on key
and critical components
Big Ideas of Early Literacy (NRP) Phonemic
Awareness Alphabetic
Principle Fluency with
Connected Text Vocabulary Comprehension
Strategies
Social and Emotional Learning (CASEL 5) Self‐awareness Self‐management Social awareness Relationship skills Responsible decision‐
makingPBIS Expectations Be safe Be responsible Be respectful
Directly connect behavioral expectations to academic expectations (e.g., be responsible means engaging in class instruction)
handout
2. Conspicuous Strategies
Principle Description Reading Example Behavior Example Integrated Support Example
Conspicuous Strategies
Directlyteaching strategies used by successful learners
Teach sounds of individual letters and then blend the sounds together to say the printed word
Explicitly teach behavior expectations through examples and non‐examples connected to context, teach routines for responding to problems (e.g., bullying behavior)
Directly teach academic facilitative behaviors (e.g., attending, engagement responses)
3. Mediated Scaffolding
Principle Description Reading Example Behavior Example Integrated Support Example
Mediated Scaffolding
Providing guidance through prompting and fading of prompts
Pointing to letters for student to sound out and then slide finger across word to say it fast
Post behavior expectations as prompt, regular use of expectations as labels to describe behavior
Prompt what the student should be doing (academic engagement) rather than not doing (problem behavior), schedule instruction to increase successful responding and reduce behavior problems
4. Strategic Integration
Principle Description Reading Example Behavior Example Integrated Support Example
Strategic Integration
Previous learning applied to new more complex content and contexts
Phonemic awareness is combined with alphabetic principle to promote fluency with connected text
Behavior expectations are selected and taught to transfer to new settings and contexts (e.g., substitute teacher, field trip)
Teach students to use skills learned in reading problem solving to apply to social problem solving (e.g., identifying context cues, understanding meaning)
5. Primed Background Knowledge
Principle Description Reading Example Behavior Example Integrated Support Example
Primed Background Knowledge
Linking current content to prior knowledge and experiences
Connect vocabulary instruction to student previous vocabulary and understanding
Use student’s previous experiences to better understand rationale for using prosocial behavior
Make connections from concepts previously learned in one area (e.g., content from story) as background knowledge for another area (e.g., importance of responsibility)
6. Judicious Review
Principle Description Reading Example Behavior Example Integrated Support Example
Judicious Review
Planful and periodic review of skills and knowledge
Review vocabulary terms at end of initial lesson and also periodically based on student performance
Review behavior expectations after each school vacation period or before common “spikes” in problem behavior, precorrect before challenging settings
Monitor student performance within the instructional setting regarding need for review in both behavior AND academic variables
Good classroom management
Integrated Strategies at Tier I
Simonsen, B., & Myers, D., (2015). Classwide positive behavior interventions and supports : A guide to proactive classroom management. New York: Guilford Press.
Good classroom management Teach classroom routines
Integrated Strategies at Tier I
Class Routines
School Rules
Transitions IndependentSeat Work
Small Group
Activities
Teacher-led
Instruction
BeRespectful
•Use whisper voice•Keep 8 inches between yourself and others in line
•Raise hand before talking•Turn in work you are proud of
•Eyes on speaker•Listen to each other•Accept each other’s answers
•Eyes on teacher•Raise hand before talking
BeResponsible
•Start right on signal•Put materials away
•Read and follow the directions•Complete your own work
•Do your part•Use time wisely
•Follow along•Listen to teacher instructions•Take notes
BeSafe
•Move quickly but safely•Look out for others
•Sit with 6 feet on the floor•Stay in your space
•Keep objects out of hands•Use materials carefully
•Sit with 6 feet on the floor•Keep objects out of hands
Skill Name
Getting Help(How to ask for assistance for difficult tasks)
Teaching Examples1. When you’re working on a math problem that you can’t figure out, raise your hand and
wait until the teacher can help you.NEGATIVE: raise hand and wave it around or call out
2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment.NEGATIVE: skip steps that use this equipment
3. You are reading a passage and don’t know the meaning of a word, ask your neighbor.NEGATIVE: ask your neighbor for the word and then keep talking
Student Activity
1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction.2. Ask students to indicate or show how they could get help.3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses.
After the Lesson(During the Day)
1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection).2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder).3. Whenever a student gets help the correct way, provide specific praise to the student.
Sample Lesson Plan
Good classroom management Teach classroom routines Use peer-mediated instruction
Integrated Strategies at Tier I
Students teach each otherStudents are paired and take turns as “coach”
and “player” Effective on a range of outcomes
(Barton-Arwood et al., 2005; Fuchs et al., 2002; Locke & Fuchs, 1995; Sutherland & Snyder, 2007)
Academic skillsAcademic engagementProblem behaviorSocial standing
Peer-mediated Intervention (aka Peer Tutoring)
Peer Assisted Learning Strategieshttp://kc.vanderbilt.edu/pals
Free peer tutoring manual (reading fluency) http://interventioncentral.com/htmdocs/interventions/rdngfluency/prtutor.php
Peer-mediated Intervention Resources
Good classroom management Teach classroom routines Use peer-mediated instruction Include social and emotional content in
academic lessons
Integrated Strategies at Tier I
Select content that includes SEL topics in language arts and historyWars and injustices (e.g., The Trail of Tears) Inspiring events (e.g., We’ve Got a Job)
Use comprehension questions when reading How do you think that made her feel? (empathy)What do you think is going to happen next?
(cause and effect) How could he have done things differently?
(problem solving)
Use materials that focus on social problem solving
Good classroom management Teach classroom routines Use peer-mediated instruction Include social and emotional content in
academic lessons Arrange the classroom environment to
maximize academic engagement
Integrated Strategies at Tier I
Classroom Decorations
(Fisher, Godwin, & Seltman, 2014)
Children in the highly decorated room…
Classroom Decorations
(Fisher, Godwin, & Seltman, 2014)
Aims:Provide supplemental (not supplantive)
supportCan rely on quality Tier I practices for some
integrated support Integration considerationsWhat is needed to maximize existing Tier I
supports?Efficiency comes from thoughtful selection
Tier II
Behavior Problems
Academic Problems
Interrelated Academic and
Behavior Problems
Nonrelated Academic and Behavior Problems
Types of Student Problems
Reasons Not to Implement New Integrated Tier II Practices1. More time learning
with peers in the general education setting
2. Avoids adding more and more interventions to a fully loaded school
3. Eliminates need to scheduling another set of groups!
Two step process:1. Place students into instructional groups
based on their primary academic needs 2. Add accommodations and differentiation
of instruction for social behavior
Smarter Integration
Scenario Possible Accommodations/Differentiation1. Student engages in
problem behavior to obtain adult attention during instruction
Teach, practice, and acknowledge behavior expectations, with specific focus on appropriate ways to obtain adult attention
Provide increased opportunities for student responding and feedback from instructor
Arrange the instructional environment so that appropriate adult seeking attention is easy and not disruptive to others (e.g., seating near teacher, help signal for independent work)
Enroll in Check‐in Check‐out (CICO)
Tier II Accommodations by Function of Problem Behavior
handout
A program to add:Mentoring by an adult in the school who looks
out for the studentStructured process of feedback and
recognition to a school day Instruction in needed skills School-home communicationBuilt-in monitoring of student progress
Check-in Check-out (CICO)
Scenario Possible Accommodations/Differentiation2. Student engages in
problem behavior to obtain peer attention during instruction
Teach, practice, and acknowledge behavior expectations with peers, with specific focus on appropriate ways to obtain peer attention
Provide increased opportunities for peer mediated instruction (e.g., peer tutoring, group work)
Teach peers to ignore misbehavior and acknowledge appropriate prosocial behavior
Arrange the instructional environment to minimize peer disruptions (e.g., seating changes)
Tier II Accommodations by Function of Problem Behavior
Scenario Possible Accommodations/Differentiation3. Student engages in
problem behavior to avoid or escape interactions with adults or peers during instruction
Briefly teach and practice behavior expectations, and acknowledge with responses that are reinforcing for the student
Provide opportunities for independent structured instruction (e.g., programmed instruction, computer‐aided instruction)
Teach needed social and emotional skills
Tier II Accommodations by Function of Problem Behavior
Scenario Possible Accommodations/Differentiation4. Student engages in
problem behavior to avoid or escape academic tasks
Develop skills in specific deficit areaso Provide instruction at student success levelo Use evidence‐based interventions to address
deficit areas Add reinforcement system to reward engagement Enroll in Breaks are Better CICO modification
Tier II Accommodations by Function of Problem Behavior
Scenario Possible Accommodations/Differentiation5. Student engages in
problem behavior due to deficits in academic facilitative behaviors
Teach, practice, and acknowledge behavior expectations, with specific focus on appropriate classroom behavior
Teach specific academic facilitative skills (e.g., attending, organization, engagement)
Enroll in Check‐in Check‐out (CICO)
Tier II Accommodations by Function of Problem Behavior
Use the Tier II Function-based Intervention Resource Mapping Worksheet
Integrated Interventions at Tier II
handout
Tier II Interventions
Features
Check‐inCheck‐out
Social Skills Club
Grief/Loss Group Lunch Buddies
Access to adult attention X X X X
Access to peer attention X X XAccess to choice of alternative activities X X X X
Options for avoiding aversive activities X X X X
Options for avoiding aversive social attention X X
Additional structural prompts for ‘what to do’ throughout the day
X X
At least 5 structured times each day to receive feedback X
School‐home communication system X
Option to adapt into a self‐management system X X X
Horner & Todd, 2002
Tier II Interventions
Features
Open Court PALS REWARDS Read Naturally
Access to adult attention X X
Access to peer attention X XOptions for avoiding aversive activities X
Options for avoiding aversive social attention X
Miller & Goodman, 2012
Aims: Individualized supportFully integrated intervention plans
Integration considerations Integrate support to maximize effectivenessFunction-based support is a critical driver of
intervention selectionTake care to consider both sets of challenges
at the same time
Tier III
DesiredAlternative
TypicalConsequence
Told “good job,”more work,
good grades
Do work successfully
w/o complaints
AcceptableAlternative
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Corrected for reading error
earlier in period
Asked to complete reading
assignment
Argues, threatens,
uses profanity
Removedfrom class
Function
Escapeacademic task
Ask for break, ask for help
BSP for Eddie
DesiredAlternative
AcceptableAlternative
TypicalConsequence
Do work successfully
w/o complaints
Ask for break, ask for help
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Asked to complete reading
assignment
Argues, threatens,
uses profanity
Function
Academic Skill Development
Reading: decoding
words fluently
Told “good job,”more work,
good grades
Removedfrom class
BSP for Eddie
Corrected for reading error
earlier in period
Escapeacademic task
Setting EventStrategies
AntecedentStrategies
ConsequenceStrategies
Teaching Strategies
Teach and practice alternatives to problem behavior:1. Ask for break2. Ask for help
Assess if reading curriculum is at appropriate level-place in appropriate level
Use an intensive, evidence-based reading program (e.g., Reading Mastery, Corrective Reading)
Remove peer audience during reading time
Prompt task completion
Make task less difficult
Do first activity together
Provide different tasks
Present choice of which reading items to complete on worksheet
Give break & help when requested
Provide reward within 1 min. of starting task (& thin to 3 min., 5 min., 10 min.)
Minimize rewards for problem behavior (don’t send to timeout without work)
Reward desired behavior
Academic Skills Strategies
Teach and practice specific academic skills:1. Decoding skills
Behavior Skills Strategies No
Yes
Is initial concern academic,
behavior, or both?
Student is referred for additional support
BehaviorAcademic Tier I behavior supports
implemented with fidelity?
No Tier I academic supports
implemented with fidelity?
Improve fidelity of Tier I academic supports and
monitor progress
Improve fidelity of Tier I behavior supports and
monitor progress
Yes
Document previous strategies
implemented to address problem
Document previous strategies
implemented to address problem
Conduct functional behavior
assessment
Yes
Both
Document previous strategies
implemented to address problem
Develop integrated support plan and monitor progress
Does student’s behavior interfere
with learning?
Conduct functional academic
assessment
NoDevelop academic support plan and monitor progress
Yes Conduct integrated functional
assessment
Is function to escape/avoid
academic tasks?
No Develop behavior support plan and monitor progress
Integrated Referral Process
Functional BehaviorAssessment
Functional AcademicAssessment
Integrated Academic and BehaviorFunctional Assessment
To Obtain: Can’t Do Prefers to socialize than work on academic task
Objects or activities
Attention from peers
Attention from adults
Sensory stimulation
Acquisition deficito Deficit in
targeted skillso Deficit in
prerequisite skills
o Application of misrules
Fluency deficit Generalization
deficit Mismatch between
skill level and task difficulty (too hard)
Obtain adult attention rather than complete academic task
Obtain peer attention rather than complete academic task
Prefers to work away from others
Avoid or escape interactions with adults or peers during instruction
To Escape or Avoid: Prefers not to work
Objects or activities
Attention from peers
Attention from adults
Sensory stimulation
Student engages in problem behavior to avoid or escape academic tasks
Won’t Do Deficit in academic facilitative behaviors
Motivational deficit Ex: focusing attention, organization
Integrated Instructional Plan Classroom or grade level
Resource Materials
handout
Integrated Tier I Support Integrated Tier II/III Support
Team Checklist for Integrating Practices SchoolDistrict
Resource Materials
handout
The main goal of integrated MTSS models is improved effectiveness and efficiency, not integration
For Tier I, quality support in all domains is more important than integrated support
For Tier II, provide academic support and then differentiate or accommodate for social behavior
For Tier III, conduct functional assessments and build plans from these results
Big Ideas for Smarter Integration of Practices
1. Integration can be hard2. But we're all doing the same work3. We need to integrate our systems to
solve the big problems4. And it's all worth it
Some Big Ideas about MTSS Contact Information Kent McIntosh
Special Education ProgramUniversity of [email protected]
@_kentmc
Handouts: http://kentmcintosh.wordpress.com
Cannon Beach, Oregon © GoPictures, 2010
Chaparro, E. A., Helton, S., & Sadler, C. A. (in press). Oregon Effective Behavioral and Instructional Support Systems initiative: Implementation from district and state level perspectives. In K. McIntosh & S. Goodman (Eds.), Multi-tiered systems of support: Integrating academic RTI and school-wide PBIS. New York: Guilford.
Gietz, C. & McIntosh, K. (2014). Relations between student perceptions of their school environment and academic achievement. Canadian Journal of School Psychology, 29, 161-176.
Goodman, S. D. (2005, October). Implementation of reading and behavior support at the state level. Paper presented at the 2005 PBIS Forum, Chicago, IL.
Selected ReferencesKelm, J. L., McIntosh, K., & Cooley, S. (2014). Effects of
implementing school-wide positive behaviourinterventions and supports on problem behaviour and academic achievement in a Canadian elementary school. Canadian Journal of School Psychology, 29, 195-212.
Kincaid, D., & Batsche, G. (in press). Florida’s Multi-Tiered Support System for academics and behavior. In K. McIntosh & S. Goodman (Eds.), Multi-tiered systems of support: Integrating academic RTI and school-wide PBIS. New York: Guilford.
Selected References (cont.)
Merton, R. K. (1968). Social theory and social structure. New York: Free Press.
McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). 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.
McIntosh, K., Flannery, K. B., Sugai, G., Braun, D. H., Cochrane, K. L. (2008). Relationships between academics and problem behavior in the transition from middle school to high school. Journal of Positive Behavior Interventions, 10, 243-255.
Selected References (cont.)McIntosh, K., & Goodman, S. (in press). Multi-tiered
systems of support: Integrating academic RTI and school-wide PBIS. New York: Guilford Press.
McIntosh, K., Horner, R. H., Chard, D. J., Boland, J. B., & Good, R. H. (2006). The use of reading and behavior screening measures to predict non-response to school-wide positive behavior support: A longitudinal analysis. School Psychology Review, 35, 275-291.
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.
McIntosh, K., Reinke, W. M., Kelm, J. L., & Sadler, C. (2013). Gender differences in reading skill and problem behavior in elementary school. Journal of Positive Behavior Interventions, 15, 51-60.
Selected References (cont.)
McIntosh, K., Sadler, C., & Brown, J. A. (2012). Kindergarten reading skill level and change as risk factors for chronic problem behavior. Journal of Positive Behavior Interventions, 14, 17-28
Patterson, G. R. (1982). Coercive family process. Eugene, OR: Castalia Publishing.
Sadler, C., & Sugai, G. (2009). Effective Behavior and Instructional Support: A district model for early identification and prevention of reading and behavior problems. Journal of Positive Behavior Interventions, 11, 35-46.
Simonsen, B., & Myers, D., (2015). Classwide positive behavior interventions and supports : A guide to proactive classroom management. New York: Guilford Press.
Selected References (cont.)