Special Issue: Research Perspectives on Multi-Tiered System of Support

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Autor/inn/en	Utley, Cheryl A.; Obiakor, Festus E.
Titel	Special Issue: Research Perspectives on Multi-Tiered System of Support
Quelle	In: Learning Disabilities: A Contemporary Journal, 13 (2015) 1, S.1-2 (2 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Response to Intervention; Special Education; Reading Difficulties; Precision Teaching; Behavior Modification; Positive Reinforcement; Research Projects; Educational Practices + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Reading difficulty; Leseschwierigkeit; Behaviour modification; Verhaltensänderung; Forschungsvorhaben; Bildungspraxis
Abstract	Evidence-based programs and interventions targeting special education programs fall within a multi-tiered system of support (MTSS) which consists of increased instructional time, interventions, and improved educational outcomes for students in general and special education. The NASP Position Statement, "Appropriate Behavioral, Social, and Emotional Supports to Meet the Needs of All Students" (NASP, 2009) recommends the MTSS comprehensive framework to address the academic and social, emotional, and behavioral development of children and youth. The MTTS framework consists of principles of response to intervention (RtI) and positive behavioral interventions and supports (PBIS) and integrates a continuum of system-wide resources, strategies, structures, and evidence-based practices for addressing barriers to student learning and discipline. Successful implementation of MTSS requires schools to implement a continuum of systematic, coordinated, evidence- based practices targeted to being responsive to the varying intensity of needs students have related to their academic and social emotional/behavioral development (Harn, Chard, Biancarosa, & Kame`enui, 2011; Horner, Sugai, & Anderson, 2010). The first article by Harn, Basaraba, Chard, and Fritz presents information and data on a longitudinal study designed to accelerate first graders at-risk for reading difficulties until the end of third grade. The second article by Weisenburgh-Snyder, Malmquist, Robbins, and Lipshin is a case study detailing the rapid progress of a class of students during using Precision Teaching (PT), a frequency building instructional intervention, which consists of a multi-level assessment system, combined with evidence-based practices of teaching and learning within a RtI framework. Within a PBIS conceptual framework, the third article by Utley and Obiakor examined a targeted intervention, the Cool Tool, at the secondary prevention level to address problem behaviors of elementary students in an urban school. Todd, Campbell, Meyer, & Horner (2008) noted that targeted interventions are designed to "provide efficient behavior support for students at risk of more intense problem behavior" (pp. 46-47). The fourth article by Freeman, Miller, and Newcomer incorporated both RtI and School-wide Positive Behavior Support (SWPBS) in the MTSS and describes the integration of several tiered implementation models into one coherent, combined system designed to address literacy and social competence (Lane, Menzies, Ennis, & Bezdek, 2013; McIntosh & Goodman, in press). These authors discuss the role of school district leadership as an essential component for successful MTSS implementation. District leadership in MTSS provides schools with political and administrative support, training and technical assistance, layered in-service curricula, data-based decision making systems for ongoing evaluation, and access to interagency relationships for supporting student health and wellbeing. This article addressed key district mechanisms that are used to integrate academic and behavioral interventions as school personnel learn new strategies for improving outcomes for students. (ERIC).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06