Skip to main content
SAGE Knowledge
SAGE Knowledge
Books

A Comprehensive RTI Model: Integrating Behavioral and Academic Interventions

Books

Cara Shores

Publication Year: 2009

DOI: http://dx.doi.org/10.4135/9781452219141

Subject: Teaching At-Risk Students, At-Risk, RTI

LessMore information >
  • Citations
  • Add to My List
  • Text Size

Citations

Shores, C. (2009). A comprehensive RTI model: Integrating behavioral and academic interventions Thousand Oaks, CA: Corwin Press doi: 10.4135/9781452219141

Shores, Cara. A Comprehensive RTI Model: Integrating Behavioral and Academic Interventions. Thousand Oaks, CA: Corwin Press, 2009. doi: 10.4135/9781452219141.

Shores, C 2009, A comprehensive rti model: integrating behavioral and academic interventions, Corwin Press, Thousand Oaks, CA, viewed 17 November 2019, doi: 10.4135/9781452219141.

Shores, Cara. A Comprehensive RTI Model: Integrating Behavioral and Academic Interventions. Thousand Oaks, CA: Corwin Press, 2009. SAGE Knowledge. Web. 17 Nov. 2019, doi: 10.4135/9781452219141.

Copy to Clipboard

Have you created a personal profile? Login or create a profile so that you can create alerts and save clips, playlists, and searches.

Font Size

A Small A Normal A Large
  • Chapters
  • Front Matter
  • Back Matter
  • Subject Index

  • Praise for A Comprehensive RTI Model: Integrating Behavioral and Academic Interventions

    “A Comprehensive RTI Model is a ‘must read’ for every educator. Not only does Shores provide the background information of RTI for academic achievement and behavioral functioning, she also takes the reader step by step to effectively integrate the two processes. Students will benefit from school teams who implement the information.”

    Ronda Shelvan
    Autism Consultant/Special Education Teacher,
    Washougal School District,
    Washougal, WA

    “This book is a practical guide on how to mesh behavior and academics. It will provide schools that are implementing RTI with clear and practical ideas on how to integrate both behavior and academics into one comprehensive model. The book provides examples, case studies, and resources for both academics and behavior that are very useful for teachers and administrators.”

    Judy Rockley
    State Trainer, Kansas State Department of Education,
    Olpe, KS

    “The information presented in this book flows succinctly and is well written for both RTI novices and experts to understand the important role behavior plays in the RTI process and in overall student achievement. It's an excellent roadmap for building sustainable reform.”

    Cassandra Allen Holifield
    Author, National Presenter, Behavior Specialist, and Special Educator, Director, Northwest Georgia Learning Resources System,
    Acworth, GA

    “I recommend Cara Shores' book to all educators as they strive to raise student achievement in their schools! This is a great resource for school psychologists, teacher educators, teachers, and administrators for developing their RTI structure and supports. This book offers research-based methods and interventions in a user-friendly format. An important aspect of the book is the chapter on laying the foundation and promoting buy-in for comprehensive RTI implementation. Finally we have direction for sustainable reform! The process development tools provided with this book make it a valuable school resource.”

    Donna Lee
    Program Specialist, West Georgia Learning Resources System,
    Columbus, GA

    Dedication

    I believe that every teacher wants to be remembered by at least one student as “the favorite.” I dedicate this book to two of my favorites, M r. and Mrs. Opal Lovett of Jacksonville State University. M r. Lovett taught me to see the world in a different light while Mrs. Lovett taught me to express what I saw in a way so that others could see it as well. These two wonderful people devoted their lives to countless students from around the world. They are shining examples of what all educators should be.

    Copyright

    View Copyright Page

    About the Author

    Cara Shores received a BA in English from Jacksonville State University and MEd and EdS degrees in special education from the University of West Georgia. She taught special education in both pullout and inclusion classrooms at the elementary and middle school levels. Cara has served as a building-level administrator, system SST and 504 coordinator, and director of special education. In 2000 she served as the principal author of the Georgia DOE Student Support Team Resource Manual. She also served as a consultant on several federally funded projects for inclusion. As president of Wesley Educational Services, Cara presents to school personnel across the United States and Canada. She is a feature presenter for the Council for Exceptional Children. She is the author of Positive Outcomes: Utilizing Student Support Teams as a Tool for School Improvement. She is coauthor of Response to Intervention: A Practical Guide for Every Teacher and Using RTI for School Improvement: Raising Every Student's Achievement Scores.

    Acknowledgments

    Writing a book is never the result of one person's efforts. Many talented people contributed to this work. I would like to express heartfelt gratitude to the following friends, colleagues, and mentors: Kim Chester, Victor Morgan, and Gail Wilkins for encouragement and expertise; and to Lamar Barnes, Wes Dickey, Kristy Arnold, and Linda Hatcher for invaluable assistance in school implementation issues; and special thanks to David Chao, Brynn Saito, Belinda Thresher, Cassandra Holifield, and Donna Lee for patience and expertise. And, as always, love and appreciation to my boys, Scott and Wesley, for sticking with me through another one.

    Publisher's Acknowledgments

    Corwin gratefully acknowledges the following reviewers for their contributions:

    • Cassandra Allen Holifield
    • Director, Northwest Georgia Learning Resources System (GLRS) Northwest Georgia Learning Resources System/RESA Rome, GA
    • Donna Lee
    • Program Specialist West Georgia Learning Resources System Columbus, GA
    • Margaret McLaughlin
    • University of Maryland, College Park, MD
    • Tonya Midling
    • Program Supervisor, Special Education Learning Improvement Office of Superintendent of Public Instruction Olympia, WA
    • Ronda Schelvan
    • Autism Consultant/Special Education Teacher Washougal School District Washougal, WA
    • Karen Tichy
    • Associate Superintendent for Instruction Catholic Education Office, Archdiocese of Saint Louis St. Louis, MO

  • Resource A: Process Development Tools

    Comprehensive Response to Intervention Needs Assessment132
    Gap Analysis Form139
    District Implementation Checklist for Effective RTI140
    Sample Multiyear Plans for District Implementation143
    Comprehensive Response to Intervention Needs Assessment

    Gap Analysis Form

    Leadership teams may use this form to examine existing programs and determine gaps in instructional and behavioral supports. Results may be used in establishing the need for a comprehensive RTI model and in developing an action plan.

    District Implementation Checklist for Effective RTI
    • Form a district-level leadership team composed of key stakeholders.
      • Superintendent
      • District-level administrators in curriculum, instruction, assessment, special education, student support services, ELL, Title I, human resources, fiscal services, etc.
      • Building principals
      • Building-level curriculum experts including instructional coaches
      • Student support services personnel, such as school psychologists
      • Key teacher leaders
      • Community representatives
      • Parent representatives
    • Develop readiness for change with district leadership team.
      • Identify the need for change. Evaluate student performance to determine how many students could receive benefit from the process.
      • Complete a gap analysis to identify current program strengths and weaknesses.
      • Develop vision for the expected outcomes.
      • Analyze data to determine strengths, weaknesses, and potential impact.
      • Identify state requirements and timelines.
    • Develop district action plan for RTI implementation.
      • Provide thorough training in the RTI process and its essential components to members of the leadership team.
      • Complete needs assessment to determine current levels of implementation.
      • Identify RTI framework to be used (academic, behavioral, comprehensive).
      • Identify and address concerns.
      • Identify which schools will be involved in initial and secondary phases of implementation.
      • Identify necessary commitments in terms of staff development, materials, assessment tools, and additional resources.
      • Identify barriers to implementation and develop plans for resolution.
      • Develop timeline for implementation.
    • Develop building leadership team composed of key stakeholders.
      • Core membership from school that served on district team.
      • Additional members to represent all groups involved.
    • Develop building action plan for implementation.
      • Follow procedures similar to district team.
      • Adjust and refine plan for individual school needs.
    • Begin initial training for participating faculty and staff.
      • Provide in-service training in small segments, providing time to synthesize and apply information to curricular requirements.
      • Provide opportunities for practice, modeling, and coaching of new skills.
    • Communicate information to parents regarding the overall structure of the RTI model.
      • Include information in student handbook.
      • Share information at parent meetings, such as PTA.
      • Highlight interventions that could be utilized by parents in regular communication tools, such as newsletters.
    • Evaluate and strengthen Tier 1 instruction and supports, ensuring fidelity of curriculum implementation.
      • Ensure that instruction is differentiated and appropriate for at least 80 percent of general education students.
      • Ensure that school-wide behavioral plan is effective for 80–90 percent of students.
      • Identify staff development needs to strengthen Tier 1.
      • Provide identified staff development.
      • Choose universal screening and progress monitoring tools.
      • Implement universal screening to identify students at risk.
    • Develop structure for Tier 2 targeted interventions.
      • Identify research-based interventions appropriate for student needs.
      • Develop schedule that provides time and resources for Tier 2 interventions.
      • Provide intervention training to individuals who will carry out Tier 2 instruction and supports.
      • Identify and acquire progress monitoring tools and procedures.
      • Provide professional development on progress monitoring.
    • Implement Tier 2 interventions with at-risk students.
      • Implement intervention plans as designed.
      • Evaluate progress frequently and consistently.
      • Ensure fidelity of interventions.
      • Communicate plan and results with parents on a regular basis.
    • Develop structure for Tier 3 practices.
      • Identify research-based interventions appropriate for student needs.
      • Develop schedule that provides time and resources for Tier 3 interventions.
      • Use student data to develop data-driven IEPs when appropriate.
      • Implement Tier 3 interventions.
      • Evaluate progress frequently and consistently.
      • Adjust instruction and supports based on data.
      • Ensure fidelity of interventions.
      • Communicate plan and results with parents on a regular basis.
    • Provide support for continual evaluation and improvement of process.
      • Provide ongoing staff development.
      • Engage in continuous evaluation of quality of instruction and supports in Tiers 1, 2 and 3.
      • Evaluate effectiveness of interventions.
      • Evaluate student data to refine action plan.
      • Allocate additional resources as needed.
      • Adjust district policies as needed.
    SOURCE: Adapted from Gorton, R., Alston, J. A., & Snowden, P. (2007). School leadership and administration: Important concepts, case studies, and simulations (7th ed.). New York: McGraw-Hill. National Staff Development Council. (2001).
    Sample Multiyear Plan for District Implementation

    This multiyear plan is appropriate for implementing an academic framework, a behavioral framework, or both concurrently.

    Sample Multiyear Plan for Staff Development

    Resource B: Tools for Tier 1

    Quality of Tier 1 Instruction Rubric146
    Behavior Matrix148
    Reward Menu150
    Behavior Levels153
    Discipline Referral Form156
    Simple Data Collection Form157
    Demerit Plan158
    Quality of Tier 1 Instruction Rubric

    Behavior Matrix

    Reward Menu for “Cats Cash”

    Patio Pass—15 CC per student

    Used only on a day when it is not raining or wet outside. This day will be designated each month and will be announced. Student must give Cats Cash to teacher he or she has for lunch prior to going to the patio to eat. A staff member would need to be outside to supervise. Students are to remain seated at the tables while outside. All trash must be collected and disposed of when coming inside.

    Eat Lunch With a Friend in Lunchroom—10 CC

    Student must give Cats Cash to teacher and get teacher's approval before sitting with a friend at a table other than the one assigned. Students must follow all lunchroom expectations while at the friend's table. Student must leave with his or her regular class.

    Teacher's Aide—15 CC

    This must be arranged at least a day before it is to occur. The teacher of the class the student is missing and the teacher who the student wants to aid must approve beforehand in writing. Student must give Cats Cash to teacher of the class he or she is missing. Student is required to make up any missed work from the class.

    Hat Day Pass—10 CC

    This item is only available on designated hat days, not every school day. Student must give Cats Cash to the teacher who is collecting money for the hat day sticker.

    Athletic Event Pass—15 CC

    This item is only available at home events. Student must give Cats Cash to the teacher who is collecting money at the gate of the event.

    Activity in Gym During Homeroom—10 CC

    This will occur on a designated day each month and will be announced letting everyone know when it will occur. Student must give Cats Cash to homeroom teacher and get teacher's approval and pass before going to the gym. The pass must be presented when entering the back door of the gym.

    Demerit Pass—20 CC

    Students may eliminate a demerit by giving the Cats Cash to the teacher when the demerit is being issued. The demerit form will still be completed by the teacher noting the behavior infraction and will be filed with the redeemed Cats Cash attached by the student's team leader for data purposes.

    Outside Reward Time—15 CC

    This will occur on a designated day each month and will be announced letting everyone know when it will occur. This will occur during team time and each team will determine when they will go outside. Student must give Cats Cash to homeroom teacher to participate.

    Dance Pass—15 CC

    This item may be used to gain admittance into any of the scheduled school-wide dances. Student should give the Cats Cash to the person collecting the money at the entrance to the gym.

    Late Homework Pass—5 CC

    This item can be redeemed on a day that a homework assignment is due. The student must complete a Late Homework Pass form, staple the Cats Cash to the form, and turn in the form to the teacher that day in class. The student then has three school days to turn in the completed homework assignment with no late points being deducted.

    Pay Media Center Fine—1 CC

    A student may redeem Cats Cash to pay a media center fine. For this reward 1 Cats Cash is equivalent to $.25 worth of library fines. Student must present the Cats Cash to the media center staff.

    Pencil Purchase—2 CC

    Some teachers may allow a student to redeem Cats Cash for a pencil if they are unprepared. The student can present the Cats Cash to the teacher for a pencil. If the student does not have Cats Cash, the teacher may loan them a pencil but will make a checkmark in their records.

    Locker Pass—2 CC

    Some teachers may allow a student to redeem Cats Cash in order to go to their locker to get school-related items that they need for class purposes. Student must ask the teacher if they can go back to their locker to get said item(s) and must then pay the Cats Cash to the teacher.

    School Store Items—Varying CC

    Students may purchase school store items when the store is open. The amount of Cats Cash needed to purchase will vary depending on the item. Student should give the Cats Cash to the staff member running the store.

    Gift Card Drawing—1 CC

    Instead of redeeming their Cats Cash for the above reward items, students may have their Cats Cash entered into a weekly drawing for a $25 gift card of their choice. This drawing will occur every Friday during morning announcements. Students can enter as many Cats Cash as they wish, thus increasing their odds of winning. During the last week of each grading period there will be three $100 gift card winners drawn. In this drawing there will be one winner from each grade level.

    ALL ITEMS ARE SUBJECT TO TEACHER DISCRETION
    Behavior Levels
    Level I

    Level I behaviors are minor rule violations that will result in an immediate verbal correction by an adult school employee (administrator, teacher, paraprofessional, custodian, bus driver, secretary, or cafeteria worker) and possible consequences.

    These offenses will not result in an immediate office referral.

    Infractions
    • No materials
    • Tardy
    • Minor dress code violations
    • Minor hall infractions
    • Talking/off task
    • Dishonesty/cheating
    • Failure to follow directions or rules
    • Running, pushing, or shoving
    • Horseplay
    • Disrespectful/unkind to students
    • Without a pass signed by a teacher
    • Inappropriate language to students
    Consequences

    When problems do arise in your class:

    First, make sure the student understands what the problem is and allow him or her a chance to get out of the situation. How? Reward/praise those behaving appropriately (give them the attention) to see if they correct their behavior. Second, Reteach the appropriate behavior using the Behavior Matrix, Reinforce, Reward.

    Remaining options
    • Warnings
    • Student-teacher conference
    • Demerit (must have parent contact documented on each demerit sheet)
    • Team conference with student
    • Parent conference
    • Referral for SST
    • Probation period
    • Minor work detail
    • Afterschool detention
    • Change seating chart to move student
    • Notes to parent signed and returned; phone calls whenever possible. Consult your team members for help with problem students.
    Level II

    Level II behaviors are more serious in nature. Level II behaviors will result in an immediate verbal correction by an adult school employee (administrator, teacher, paraprofessional, custodian, bus driver, secretary, or cafeteria worker) and a logical consequence.

    Infractions
    • Chronic Level I behavior
    • Defiance of authority
    • Disrespect for authority
    • Chronic dress code infractions
    • Inappropriate computer use
    • Inappropriate display of affection
    • Profanity
    • Racial or ethnic slurs
    • Skipping class
    • Stealing
    • Being in an unauthorized area
    • Physical aggression toward students
    • Bus infraction
    Consequences
    • Office referral
    • Bus intervention
    • Bus suspension
    • ISS
    • OSS
    • Administrative contact with parent
    • Administrative conference with parent
    • Restitution
    • Referral for SST
    • Behavior correction plan
    • Parent escort at school
    Level III

    Level III behaviors are extremely serious and illegal behaviors. Most of these behaviors violate the dignity, well-being, and safety of others. These behaviors will not be tolerated at school. Level III will result in immediate enforcement of logical consequences including contacting law enforcement officials.

    Infractions
    • Chronic/extreme Level II behavior
    • Fighting/striking back
    • Bullying/harassment of other students
    • Verbal/written implied threats of violence
    • Physical aggression toward authority
    • Assault of teachers or other authority
    • Vandalism
    • Theft from authority or school
    • Possession of inappropriate items
    • Possession of tobacco or related items
    • Possession of over-the-counter drugs
    • Possession of prescription drugs
    • Possession of imitation drugs
    • Possession of illegal drugs
    • Possession of drug-related items
    • Possession of alcohol
    • Unauthorized exit from class or school property
    • Destruction of property
    • Computer trespass
    • Sexual misconduct/harassment
    Consequences
    • Immediate office referral
    • Any Level II consequence
    • Long-term OSS/ISS
    • Referral to tribunal
    • Contact law enforcement
    • Contact district attorney
    • Probable legal charges filed
    • Probable arrest
    • Probable court appearance
    • Probable probation assignment
    • Possible jail time
    Discipline Referral Form

    Demerit Plan

    Resource C: Tools for Tiers 2 and 3

    Brief Functional Behavior Assessment Survey/Checklist160
    Analysis of Data161
    Brief Functional Behavioral Assessment Survey/Checklist

    Analysis of Data

    References

    Achenbach, T. M. (1991). Integrative guide for the 1991 CBCL/4-18 Yrs., & TRF profiles. Burlington: University of Vermont, Department of Psychiatry.
    Baer, G. G., Manning, M. A., & Shiomi, K. (2006). Children's reasoning about aggressions: Differences between Japan and the United States and implications for school discipline. School Psychology Review, 35 (1), 62-77.
    Barnett, D. W., Elliott, N., Wolsing, L., Bunger, C. E., Haski, H., & McKissick, C., et al. (2006). Response to Intervention for young children with extremely challenging behaviors: What it might look like. School Psychology Review, 35 (4), 568-582.
    Barth, R. (2001). Learning by heart. San Francisco: Jossey-Bass.
    Bender, W. N., & Shores, C. (2007). Response to Intervention: A practical guide for every teacher. Thousand Oaks, CA: Corwin.
    Bergan, J. R. (1977). Behavioral consultation. Columbus, OH: Charles E. Merrill.
    Bloom, B. S. (1984). Taxonomy of educational objectives: Book 1 cognitive domain. Reading, MA: Addison-Wesley.
    Bryant, D. P., Bryant, B. R., Gersten, R., Scammacca, N., & Chavez, M. M. (2008). Mathematics intervention for first-and second-grade students with mathematics difficulties: The effects of tier 2 intervention delivered as booster lessons. Remedial and Special Education, 29 (1), 20-32. http://dx.doi.org/10.1177/0741932507309712
    Burns, B. J., Schoenwald, S. K., Burchard, J. D., Faw, L., & Santos, A. B. (2000). Comprehensive community-based interventions for youth with severe emotional disorders: Multisystemic therapy and the wraparound process. Journal of Child and Family Studies, 9 (3), 283-314. http://dx.doi.org/10.1023/A:1026440406435
    Cancelli, A. S., Harris, A. M., Friedman, D. L., & Yoshida, R. K. (1993). Type of instruction and the relationship of classroom behavior to achievement among learning disabled children. Journal of Classroom Interaction, 28 (1), 13-21.
    Carr, S. C., & Punzo, R. P. (1993). The effects of self-monitoring of academic accuracy and productivity on the performance of students with behavioral disorders. Behavior Disorders, 18 (4), 241-250.
    Carter, D. R., & Horner, R. H. (2007). Adding functional behavioral assessment to First Step to Success: A case study. Journal of Positive Behavior Interventions, 9 (4), 229-238. http://dx.doi.org/10.1177/10983007070090040501
    Chafouleas, S., Riley-Tillman, T. C., & Sugai, G. (2007). School-based behavioral assessment: Informing intervention and instruction. New York: Guilford Press.
    Child Trends Data Bank. (2007). Teen homicide, suicide, and firearm death. Retrieved May 26, 2008, from http://www.childtrendsdatabank.org
    Ciechalski, J. C., & Schmidt, M. W. (1995). The effects of social skills training on students with exceptionalities. Elementary School Guidance and Counseling, 29 (3), 217-222.
    Cohen, R., Kincaid, D., & Childs, K. E. (2007). Measuring School-Wide Positive Behavior Support implementation: Development and validation of the Benchmarks of Quality. Journal of Positive Behavior Interventions, 9 (4), 203-213. http://dx.doi.org/10.1177/10983007070090040301
    Collaborative for Academic, Social, and Emotional Learning. (2007). Programs and lessons: Selecting programs. Retrieved May 15, 2008, from http://www.casel.org/programs/selecting.php
    Colvin, G., & Fernandez, E. (2000). Sustaining effective behavior support systems in an elementary school. Journal of Positive Behavior Interventions, 2 (4), 251-253. http://dx.doi.org/10.1177/109830070000200414
    Conroy, M. A., Sutherland, K. S., Snyder, A. L., & Marsh, S. (2008). Classwide interventions: Effective instruction makes a difference. TEACHING Exceptional Children, 40 (6), 24-30.
    Council for Exceptional Children. (2005). What's new in the new IDEA 2004?Arlington, VA: Council for Exceptional Children.
    Crimmins, D., Farrell, A. F., Smith, P. W., & Bailey, A. (2007). Positive strategies for students with behavior problems. Baltimore: Brookes Publishing.
    Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in schools. New York: Guilford Press.
    Deno, S., & Mirkin, P. (1977). Data-based program modification. Minneapolis, MN: Leadership Training Institute for Special Education.
    Dinkes, R., Cataldi, E. F., Kena, G., & Baum, K. (2006). Indicators of school crime and safety: 2006 (NCES 2007-003/NCJ 214262). U.S. Departments of Education and Justice. Washington, DC: U.S. Government Printing Office.
    Drummond, T. (1994). The student risk screening scale (SRSS). Grants Pass, OR: Josephine County Mental Health Program.
    DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes: How professional learning communities respond when kids don't learn. Bloomington, IN: Solution Tree.
    Dunlap, G., DePerczel, M., Clarke, S., Wilson, D., Wright, S., & White, R., et al. (1994). Choice making to promote adaptive behavior for students with emotional and behavioral challenges. Journal of Applied Behavioral Analysis, 27 (3), 505-518. http://dx.doi.org/10.1901/jaba.1994.27-505
    Dunlap, G., Kern-Dunlap, L., Clarke, S., & Robbins, F. R. (1991). Functional assessment, curricular revision, and sever behavior problems. Journal of Applied Behavior Analysis, 24 (2), 387-397. http://dx.doi.org/10.1901/jaba.1991.24-387
    Eber, L., Breen, K., Rose, J., Unizycki, R. M., & London, T. H. (2008). Wraparound as a tertiary level intervention for students with emotional/behavioral needs. TEACHING Exceptional Children, 40 (6), 16-22.
    Eber, L., & Hawken, L. (2008, April). Sustaining and scaling the implementation of PBIS: Secondary tier and tertiary tier interventions and systems. Presentation at the National Council for Exceptional Children's Conference, Boston.
    Eber, L., Sugai, G., Smith, C. R., & Scott, T. M. (2002). Wraparound and positive behavioral interventions and supports in the schools. Journal of Emotional and Behavioral Disorders, 10 (3), 171-180. http://dx.doi.org/10.1177/10634266020100030501
    Ellingson, S. A., Miltenberger, R. G., Stricker, J., Galensky, T. L., & Garlinghouse, M. (2000). Functional assessment and intervention for challenging behaviors in the classroom by general classroom teachers. Journal of Positive Behavior Interventions, 2 (2), 85-97. http://dx.doi.org/10.1177/109830070000200202
    Epstein, M., & Walker, H. (2002). Special education: Best practices and First Step to Success. In B.Burns & K.Hoagwood (Eds.), Community treatment for youth: Evidence-based intervention for severe emotional and behavioral disorders (pp. 177-197). New York: Oxford University Press.
    Fairbanks, S., Simonsen, B., & Sugai, G. (2008). Classwide secondary and tertiary tier practices and supports. TEACHING Exceptional Children, 40 (6), 44-52.
    Fairbanks, S., Sugai, G., Guardino, D., & Lathrop, M. (2007). Response to Intervention: Examining classroom behavior support in second grade. Exceptional Children, 73 (3), 288-310.
    Forum on Child and Family Statistics. (2007). American's children: Key national indicators of well-being. Retrieved May 26, 2008, from http://www.childstats.gov
    Fuchs, D., & Fuchs, L. S. (2005). Responsiveness-to-intervention: A blueprint for practitioners, policymakers, and parents. TEACHING Exceptional Children, 38 (1), 57-61.
    Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research and Practice, 18 (3), 157-171. http://dx.doi.org/10.1111/1540-5826.00072
    Fuchs, L. S., & Fuchs, D. (2001). Principles for sustaining research-based practice in the schools: A case study. Focus on Exceptional Children, 33 (6), 1-14.
    Fuchs, L. S., & Fuchs, D. (2007). A model for implementing responsiveness to intervention. TEACHING Exceptional Children, 39 (5), 14-20.
    Fuchs, L. S., Fuchs, D., Hamlett, C. L., Hope, S. K., Hollenbeck, K. N., & Capizzi, A. M., et al. (2006). Extending responsiveness-to-intervention to math problem-solving at third grade. TEACHING Exceptional Children, 38 (4), 59-63.
    George, H. P., & Kincaid, D. K. (2008). Building district-level capacity for positive behavior support. Journal of Positive Behavior Interventions, 10 (1), 20-32. http://dx.doi.org/10.1177/1098300707311367
    Georgia Department of Education. (2008). Georgia performance standards. Retrieved September 24, 2008, from http://www.doe.k12.ga.us
    Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 38 (5), 581-586. http://dx.doi.org/10.1111/j.1469-7610.1997.tb01545.x
    Gorton, R., Alston, J. A., & Snowden, P. (2007). School leadership and administration: Important concepts, case studies, and simulations (
    7th ed.
    ). New York: McGraw-Hill.
    Greenwood, C. R., Kamps, D., Terry, B. J., & Linebarger, D. L. (2007). Primary intervention: A means of preventing special education? In D.Haager, J.Klingner, & S.Vaughn (Eds.), Evidence-based reading practices for Response to Intervention (pp. 73-103). Baltimore: Brookes Publishing.
    Gresham, F. M. (2003). Establishing the technical adequacy of functional behavioral assessment: Conceptual and measurement challenges. Behavior Disorders, 28 (3), 282-298.
    Harlacher, J. E., Roberts, N. E., & Merrell, K. W. (2006). Classwide interventions for students with ADHD: A summary of teacher options beneficial for the whole class. TEACHING Exceptional Children, 39 (2), 6-12.
    Hawken, L. S., & Horner, R. H. (2003). Implementing a targeted group intervention within a school-wide system of behavior support. Journal of Behavioral Education, 12 (3), 225-240. http://dx.doi.org/10.1023/A:1025512411930
    Heacox, D. (2002). Differentiating instruction in the regular classroom. Minneapolis, MN: Free Spirit.
    Hilton, A. (2007). Response to Intervention: Changing how we do business. Leadership, 36 (4), 16-19.
    Hoffman, A., & Field, S. (2005). Steps to self-determination: A curriculum to help adolescents learn to achieve their goals. Austin, TX: Pro-Ed.
    Horner, R., Hawken, L., & March, R. (2008, March 26). Targeted interventions. Retrieved April 30, 2008, from http://www.pbis.org
    Horner, R., Salantine, S., & Albin, R. (2003). Self assessment of contextual fit in schools. Eugene: University of Oregon, Educational and Community Supports.
    Horner, R., & Sugai, G. (2007a, February 6). Linking behavior support and literacy support. Retrieved May 5, 2008, from http://www.pbis.org/pastconferencepresentations.htm
    Horner, R., & Sugai, G. (2007b, February 6). School-wide Positive Behavior Support. Retrieved May 5, 2008, from http://www.pbis.org/pastconferencepresentations.htm
    Horner, R. H., & Sugai, G. (2000). School-wide behavior support: An emerging initiative. Journal of Positive Behavior Interventions, 2 (4), 231-232. http://dx.doi.org/10.1177/109830070000200407
    Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). Individualized supports for students with problem behaviors: Designing positive behavior plans. New York: Guilford Press.
    Hosp, M. K., Hosp, J. L., & Howell, K. W. (2007). The ABCs of CBM: A practical guide to curriculum-based measurement. New York: Guilford Press.
    Individuals with Disabilities Education Improvement Act of 2004, Federal Register 71 §614(b)(6) (2004).
    Ingram, K., Lewis-Palmer, T., & Sugai, G. (2005). Function-based intervention planning: Comparing the effectiveness of FBA function-based and non-function-based intervention plans. Journal of Positive Behavior Interventions, 7 (4), 224-237. http://dx.doi.org/10.1177/10983007050070040401
    Irvin, L. K., Tobin, T. J., Sprague, J. R., Sugai, G., & Vincent, C. G. (2004). Validity of office discipline referral measures as indices of school-wide behavioral status and effects of school-wide behavioral interventions. Journal of Positive Behavior Interventions, 6 (3), 131-147. http://dx.doi.org/10.1177/10983007040060030201
    Janney, R., & Snell, M. E. (2008). Behavioral support. Baltimore: Brookes Publishing.
    Johnson, P. (2001). Dimensions of functioning in alcoholic and nonalcoholic families. Journal of Mental Health, 23 (2), 127-136.
    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 (1), 101-114. http://dx.doi.org/10.1177/0022219407313412
    Kennedy, C. H. (2000). When reinforcers for problem behavior are not readily apparent: Extending functional assessments to complex problem behaviors. Journal of Positive Behavior Interventions, 2 (4), 195-201. http://dx.doi.org/10.1177/109830070000200402
    Kern, L., & Manz, P. (2004). A look at current validity issues of school-wide behavior support. Behavioral Disorders, 30 (1), 47-59.
    Kern, L., Vorndran, C. M., Hilt, A., Ringdahl, J. E., Adelman, B. E., & Dunlap, G. (1998). Choice as an intervention to improve behavior: A review of the literature. Journal of Behavioral Education, 8 (2), 151-169. http://dx.doi.org/10.1023/A:1022831507077
    Killu, K., Weber, K. P., Derby, K. M., & Barretto, A. (2006). Behavior intervention planning and implementation of positive behavioral support plans: An examination of states’ adherence to standards for practice. Journal of Positive Behavior Interventions, 8 (4), 195-200. http://dx.doi.org/10.1177/10983007060080040201
    Kincaid, D., Childs, K., Blase, K. A., & Wallace, F. (2007). Identifying barriers and facilitators in implementing schoolwide Positive Behavior Support. Journal of Positive Behavior Interventions, 9 (3), 174-184. http://dx.doi.org/10.1177/10983007070090030501
    Klingner, J. K., Arguelles, M. E., Hughes, M. T., & Vaughn, S. (2001). Examining the schoolwide “spread” of research-based practices. Learning Disability Quarterly, 24 (4), 221-234. http://dx.doi.org/10.2307/1511112
    Kovaleski, J. K. (2007). Response to Intervention: Considerations for research and systems change. School Psychology Review, 36 (4), 638-646.
    Kratochwill, T. R., Volpiansky, P., Clements, M., & Ball, C. (2007). Professional development in implementing and sustaining multitier prevention models: Implications for Response to Intervention. School Psychology Review, 36 (4), 618-631.
    Lane, K. L., Parks, R. J., Kalberg, J. R., & Carter, E. W. (2007). Systematic screening at the middle school level: Score reliability and validity of the student risk screening scale. Journal of Emotional and Behavioral Disorders, 15 (4), 209-222. http://dx.doi.org/10.1177/10634266070150040301
    Lane, K. L., Wehby, J. H., Robertson, E. J., & Rogers, L. A. (2007). How do different types of high school students respond to School-Wide Positive Behavior Support programs? Characteristics and responsiveness of teacher-identified students. Journal of Emotional and Behavioral Disorders, 15 (1), 3-20. http://dx.doi.org/10.1177/10634266070150010201
    Lavoie, R. (2007). The motivation breakthrough: Six secrets to turning on the tuned-out child. New York: Touchstone.
    Lien-Thorne, S., & Kamps, D. (2005). Replication study of the First Step to Success early intervention program. Behavioral Disorders, 31, 18-32.
    Lohrmann-O'Rourke, S., Knoster, T., Sabatine, K., Smith, D., Horvath, B., & Llewellyn, G. (2000). School-wide application of PBS in the Bangor Area School District. Journal of Positive Behavior Interventions, 2 (4), 238-240. http://dx.doi.org/10.1177/109830070000200410
    March, R., Horner, R. H., Lewis-Palmer, T., Brown, D., Crone, D., & Todd, A. W., et al. (2000). Functional assessment checklist for teachers and staff (FACTS). Eugene: University of Oregon, Department of Educational and Community Supports.
    Martin, J., & Marshall, L. H. (1996). ChoiceMaker: Infusing self-determination instruction into the IEP and transition process. In D.Sands & M.Wehmeyer (Eds.), Self-determination across the lifespan (pp. 215-236). Baltimore: Brookes Publishing.
    Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development.
    Mass-Galloway, R. L., Panyan, M. V., Smith, C. R., & Wessendorf, S. (2008). Systems change with School-Wide Positive Behavior Supports. Journal of Positive Behavior Interventions, 10 (2), 129-135. http://dx.doi.org/10.1177/1098300707312545
    Mather, N., & Goldstein, S. (2008). Learning disabilities and challenging behaviors: A guide to intervention and classroom management (
    2nd ed.
    ). Baltimore: Brookes Publishing.
    McIntosh, K., Borgmeier, C., Anderson, C. M., Horner, R. H., Rodriguez, B. J., & Tobin, T. J. (2008). Technical adequacy of the Functional Assessment Checklist: Teachers and Staff (FACTS) FBA Interview Measure. Journal of Positive Behavior Interventions, 10 (1), 33-45. http://dx.doi.org/10.1177/1098300707311619
    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 (3), 146-154. http://dx.doi.org/10.1177/10983007060080030301
    McQuillian, K., & DuPaul, G. J. (1996). Classroom performance of students with serious emotional disturbance: A comparative study of evaluation methods for behavior management. Journal of Emotional and Behavioral Disorders, 4 (3), 162-170. http://dx.doi.org/10.1177/106342669600400303
    Mellard, D. F., & Johnson, E. (2008). RTI: A practitioner's guide to implementing Response to Intervention. Thousand Oaks, CA: Corwin.
    Meyers, A., & Eisenman, L. (2005). Student-led IEPs: Take the first step. TEACHING Exceptional Children, 37 (4), 52-58.
    Michaelis, V. (2008, August 15). Can Phelps ever be topped?USA Today, pp. 1-2A.
    Miranda, L. C. (1991). Latino child poverty in the United States. Washington, DC: Children's Defense Fund.
    Nakasato, J. (2000). Data-based decision making in Hawaii's behavior support effort. Journal of Positive Behavior Interventions, 2 (4), 247-251. http://dx.doi.org/10.1177/109830070000200413
    National Data Analysis System. (2007). Child abuse and neglect. Retrieved May 26, 2008, from http://ndas.cwla.org
    National Education Goals Panel. (2000). National education goals. Retrieved May 4, 2008, from http://govinfo.library.unt.edu/negp
    National Mathematics Advisory Panel. (2008, March). Foundations for success: National Mathematics Advisory Panel final report. Retrieved May 15, 2008, from http://www.ed.gov/about/bdscomm/mathpanel
    National Reading Panel. (2007). Put reading first: The research building blocks for teaching children to read. Retrieved August 15, 2007, from http://www.nationalreadingpanel.org
    National Staff Development Council. (2001). NSDC's standards for staff development. Retrieved July 24, 2007, from http://www.nsdc.org/standards/index.cfm
    National Technical Assistance Center on Positive Behavioral Interventions and Supports. (2007). What is school-wide PBS? Retrieved September 2, 2007, from http://www.pbis.org
    Nersesian, M., Todd, A. W., Lehmann, J., & Watson, J. (2000). School-wide behavior support through district-level system change. Journal of Positive Behavior Interventions, 2 (4), 244-247. http://dx.doi.org/10.1177/109830070000200412
    No Child Left Behind Act. (2001). Section 9101[37]. Retrieved March 12, 2008, from http://www.ed.gov/policy/elsec/leg/esea02/index.html
    O'Neill, R. E., Horner, R. H., Ablin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behaviors: A practical handbook. New York: Brooks/Cole.
    OSEP Center on Positive Behavioral Interventions and Supports. (2004). School-wide positive behavior support implementers’ blueprint and self-assessment. Retrieved May 12, 2008, from http://www.osepideasthatwork.org/toolkit/pdf/SchoolwideBehaviorSupport.pdf
    Patton, B., Jolivette, K., & Ramsey, M. (2006). Students with emotional and behavioral disorders can manage their own behavior. TEACHING Exceptional Children, 39 (2), 14-21.
    Payne, R. K. (2005). A framework for understanding poverty (
    4th ed.
    ). Highlands, TX: aha! Process.
    President's Commission on Excellence in Special Education. (2002). A new era: Revitalizing special education for children and their families. Retrieved July 26, 2006, from http://www.ed.gov/inits/commissionsboards/index.html
    Rainbows International. (2008). Rainbows programs. Retrieved May 26, 2008, from http://www.rainbows.org
    Reid, R., & Lienemann, T. O. (2006). Self-regulated strategy development for written expression with students with Attention-Deficit/Hyperactivity Disorder. Exceptional Children, 73 (1), 53-68.
    Reid, R., Trout, A. L., & Schartz, M. (2005). Self-regulation interventions for children with Attention-Deficit/Hyperactivity Disorder. Exceptional Children, 71 (4), 361-377.
    Rief, S. F. (2005). How to reach and teach children with ADD/ADHD (
    2nd ed.
    ). San Francisco: Jossey-Bass.
    Rock, M. L. (2005). Use of strategic self-monitoring to enhance academic engagement, productivity, and accuracy of students with and without exceptionalities. Journal of Positive Behavior Interventions, 7 (1), 3-17. http://dx.doi.org/10.1177/10983007050070010201
    Sadler, C. (2000). Effective behavior support implementation at the district level: Tigard-Tualatin School District. Journal of Positive Behavior Interventions, 2 (4), 241-243. http://dx.doi.org/10.1177/109830070000200411
    Sandomierski, T., Kincaid, D., & Algozinne, B. (2007). Response to Intervention and Positive Behavior Support: Brothers from different mothers or sisters from different misters?Positive Behavioral Interventions and Supports Newsletter, 4 (2), 1-5.
    School-Wide Information System. (2008). What is SWIS? Retrieved May 8, 2008, from http://www.swis.org
    Scott, T. M. (2001). A schoolwide example of positive behavioral supports. Journal of Positive Behavior Interventions, 3 (2), 88-94. http://dx.doi.org/10.1177/109830070100300205
    Seybert, S., Dunlap, G., & Ferro, J. (1996). The effects of choice-making on the problem behaviors of high school students with intellectual disabilities. Journal of Behavioral Education, 6 (1), 49-65. http://dx.doi.org/10.1007/BF02110477
    Shores, C. F., & Chester, K. (2008). Using RTI for school improvement: Raising the achievement of all students. Thousand Oaks, CA: Corwin.
    Simmons, D. C., Coyne, M. D., Kwok, O., McDonagh, S., Harn, B. A., & Kame'enui, E. J. (2008). Indexing Response to Intervention: A longitudinal study of reading risk from kindergarten through third grade. Journal of Learning Disabilities, 4 (2), 158-173. http://dx.doi.org/10.1177/0022219407313587
    Simonsen, B., Sugai, G., & Negron, M. (2008). School positive behavior supports: Primary systems and practices. TEACHING Exceptional Children, 40 (6), 32-40.
    Sindelar, P., Shearer, D., Yendol-Hoppey, D., & Liebert, T. (2006). The sustainability of inclusive school reform. Exceptional Children, 72 (3), 317-331.
    Sprague, J., Walker, H., Stiebler, S., Simonsen, B., Nishioka, V., & Wagner, L. (2001). Exploring the relationship between school discipline referrals and delinquency. Psychology in the Schools, 38 (2), 197-206. http://dx.doi.org/10.1002/pits.1010
    Sprick, R., Garrison, M., & Howard, L. M. (1998). CHAMPs: A proactive and positive approach to classroom management. Longmont, CO: Sopris West.
    Sprick, R. S. (2006). Discipline in the Secondary Classroom (
    2nd ed.
    ). San Francisco: Jossey-Bass.
    Stahr, B., Cushing, D., Lane, K., & Fox, J. (2006). Efficacy of a function-based intervention in decreasing off-task behavior exhibited by a student with ADHD. Journal of Positive Behavior Interventions, 8 (4), 201-211. http://dx.doi.org/10.1177/10983007060080040301
    Stecker, P. M. (2006). Monitoring student progress in individualized educational programs using curriculum-based measurement. Retrieved September 15, 2007, from http://www.studentprogress.org
    Stewart, R. M., Benner, G. J., Martella, R. C., & Marchand-Martella, N. E. (2007). Three-tier models of reading and behavior: A research review. Journal of Positive Behavior Interventions, 9 (4), 239-253. http://dx.doi.org/10.1177/10983007070090040601
    Sugai, G. (2008). School-wide Positive Behavior Support and Response to Intervention. Retrieved September 5, 2008, from http://www.rtinetwork.org
    Sugai, G., & Horner, R. H. (2002). The evolution of discipline practices: Schoolwide positive behavior supports. Behavior Psychology in the Schools, 24 (1), 23-50.
    Sugai, G., Horner, R. H., Dunlap, G., Heineman, M., Lewis, T. J., & Nelson, C. M., et al. (2000). Applying positive behavioral support and functional assessment in schools. Journal of Positive Behavior Interventions, 2 (3), 131-143. http://dx.doi.org/10.1177/109830070000200302
    Sugai, G., Horner, R. H., & Gresham, F. M. (2002). Interventions for academic and behavior problems II: Preventative and remedial approaches. Bethesda, MD: National Association of School Psychologists.
    Sugai, G., Sprague, J., Horner, R., & Walker, H. (2000). Preventing school violence: The use of office referral to assess and monitor school-wide discipline interventions. Journal of Emotional and Behavioral Disorders, 8 (2), 94-101. http://dx.doi.org/10.1177/106342660000800205
    Taylor-Greene, S. J., & Kartub, D. T. (2000). Durable implementation of school-wide behavior support: The high five program. Journal of Positive Behavior Interventions, 2 (4), 233-235. http://dx.doi.org/10.1177/109830070000200408
    Tobin, T. J., & Sugai, G. (1999). Using sixth-grade school records to predict violence, chronic discipline problems, and high school outcomes. Journal of Emotional and Behavioral Disorders, 7 (1), 40-53. http://dx.doi.org/10.1177/106342669900700105
    Todd, A. W., Campbell, A. L., Meyer, G. G., & Horner, R. H. (2008). The effects of a targeted intervention to reduce problem behaviors: Elementary school implementation of check in-check out. Journal of Positive Behavior Interventions, 10 (1), 46-55. http://dx.doi.org/10.1177/1098300707311369
    Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
    Turnbull, A., Edmonson, H., Griggs, P., Wickham, D., Sailor, W., & Freeman, R., et al. (2002). A blueprint for schoolwide positive behavior support: Implementation of three components. Exceptional Children, 68 (3), 377-402.
    U.S. Office of Education. (1999). Assistance to states for the education of children with disabilities: Final rule. Federal Register 34 CFR Part 300, sec 300.520.
    Vaughn, S., Linan-Thompson, S., Mathes, P. G., Cirino, P. T., Carlson, C. D., & Pollard-Durodola, S. D., et al. (2006). Effectiveness of Spanish intervention for first-grade English language learners at risk for reading difficulties. Journal of Learning Disabilities, 39 (1), 56-73. http://dx.doi.org/10.1177/00222194060390010601
    Vaughn, S., & Roberts, G. (2007). Secondary interventions in reading: Providing additional instruction for students at risk. TEACHING Exceptional Children, 39 (5), 40-46.
    Vellutino, F. R., Scanlon, D. M., Small, S., & Fanuele, D. P. (2006). Response to intervention as a vehicle for distinguishing between children with and without reading disabilities: Evidence for the role of kindergarten and first grade interventions. Journal of Learning Disabilities, 39 (2), 157-169. http://dx.doi.org/10.1177/00222194060390020401
    Von Ravensberg, H., & Tobin, T. J. (2006). IDEA 2004 final regulations: The reauthorized functional behavioral assessment. Retrieved April 23, 2008, from http://www.pbis.org
    Waguespack, A., Vaccaro, T., & Continere, L. (2006). Functional behavioral assessment and intervention with emotional/behaviorally disordered students: In pursuit of state of the art. International Journal of Behavioral Consultation and Therapy, 2 (4), 463-473.
    Walker, B., Cheney, D., Stage, S., & Blum, C. (2005). Schoolwide screening and positive behavior supports: Identifying and supporting students at risk for school failure. Journal of Positive Behavior Interventions, 7 (4), 194-204. http://dx.doi.org/10.1177/10983007050070040101
    Walker, H., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in schools: Strategies and best practices. Baltimore: Brookes Publishing.
    Walker, H., & Severson, H. H. (1992). Systematic screening for behavior disorders. Longmont, CO: Sopris West.
    Wehmeyer, M. L., Baker, D. J., Blumberg, R., & Harrison, R. (2004). Self-determination and student involvement in functional assessment: Innovative practices. Journal of Positive Behavior Interventions, 6 (1), 29-35. http://dx.doi.org/10.1177/10983007040060010501
    Wiggins, G., & McTighe, J. (2005). Understanding by design (
    2nd ed.
    ). Alexandria, VA: Association for Supervision and Curriculum Development.
    Winerip, M. (2008, August 10). Phelps's mother recalls helping her son find gold-medal focus. The New York Times, p. 4.
    Witt, J. C., & Elliott, S. N. (1985). Acceptability of classroom intervention strategies. In T. R.Kratochwill (Ed.), Advances in school psychology, IV, 251-288. Hillsdale, NJ: Erlbaum.
    Wright-Gallo, G., Higbee, T., Reagon, K., & Davey, B. (2006). Classroom-based functional analysis and intervention for students with emotional/behavioral disorders. Education and Treatment of Children, 29 (3), 421-435.
    Yeaton, W. H., & Sechrest, L. (1981). Critical dimensions in the choice and maintenance of successful treatments: Strength, integrity, and effectiveness. Journal of Consulting and Clinical Psychology, 49 (2), 156-167. http://dx.doi.org/10.1037/0022-006X.49.2.156
    Zirkel, P. A., & Krohn, N. (2008). RTI after IDEA: A survey of state laws. TEACHING Exceptional Children, 40 (3), 71-73.

    Corwin a Sage Company

    The Corwin logo—a raven striding across an open book—represents the union of courage and learning. Corwin is committed to improving education for all learners by publishing books and other professional development resources for those serving the field of PreK–12 education. By providing practical, hands-on materials, Corwin continues to carry out the promise of its motto: “Helping Educators Do Their Work Better.”

    • Loading...
Back to Top

Copy and paste the following HTML into your website