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Multi-Tiered Approaches to Intervention: Enhancing Academic and Behavioral Support Systems

Join panelists Lise Fox, Rollanda O'Connor, and Catherine Bradshaw as they explore federal research investments in multi-tiered intervention systems for education. This session delves into the integration of academic and behavioral support, emphasizing strategies such as Response to Intervention (RTI), Positive Behavior Interventions and Supports (PBIS), and Multi-Tiered Systems of Support (MTSS). Key features include universal screening and data-driven decision-making to enhance program effectiveness. Discover implications for professional development in special education and addressing disproportional representation among diverse groups.

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Multi-Tiered Approaches to Intervention: Enhancing Academic and Behavioral Support Systems

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  1. Multi-Tiered Approaches to Intervention Panelists: Lise Fox, Rollanda O’Connor, & Catherine Bradshaw Moderator: Rebecca Zumeta July 2012

  2. Today’ Panel • Federal research investments related to multi-tiered interventions in academics and behavior • 3 projects funded by IES’s National Center on Special Education Research

  3. Multi-Tiered Intervention Systems • Comprise academic and behavior support systems • Include Response to Intervention (RTI), Positive Behavior Intervention and Supports (PBIS), Multi-Tiered Systems of Support (MTSS), and other tiered intervention models

  4. Salient Features of Multi-Tiered Systems • Universal screening (all students) • Progress Monitoring (students at risk, or with identified difficulties) • Multi-level support system • Data-based decision making to: • Evaluate systems • Determine program effectiveness • Adjust instruction

  5. Characteristics of Multi-Tiered Instruction Numbers of tiers vary, but typically comprise: • Primary prevention/Tier 1: Core program • Secondary prevention/Tier 2: Standardized, supplemental intervention • Tertiary prevention/Tier 3: Individualized, intensive intervention

  6. Today’s Panelists • Lise Fox, University of South Florida • Early Childhood • Examining the Efficacy of a Classroom-Wide Model for Promoting Social Emotional Development and Addressing Challenging Behavior in Preschool Children with or at-risk for Disabilities • Rollanda O’Connor, University of California-Riverside • K-4 • Precision in Response to Intervention Models: Variations of Measurement, Instruction, Student Language, and Age • Catherine Bradshaw, Johns Hopkins University • K-8 • Testing The Impact of PBIS Plus

  7. Summarize Study & Discuss Implications for… • Personnel preparation & professional development • Special education/disability identification • Disproportional representation of diverse groups (if relevant to study) • Time for questions after all panelists present

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