Multi-Tiered Systems / Support

All Research

TITLE
SYNOPSIS
CITATION
Using active supervision and precorrection to improve transition behaviors in an elementary school

This study investigates the effect of a school-wide intervention plan, consisting of precorrection and active supervision strategies, on the social behavior of elementary students.

Colvin, G., Sugai, G., Good III, R. H., & Lee, Y. Y. (1997). Using active supervision and precorrection to improve transition behaviors in an elementary school. School Psychology Quarterly, 12(4), 344.

Consideration of Culture and Context in School-Wide Positive Behavior Support A Review of Current Literature

This is a literature review of culture and student behavior. Based on this review, general recommendations are presented for practitioners, personnel preparers, policy makers, and researchers, especially, in the context of implementing SWPBS.

Fallon, L. M., O’Keeffe, B. V., & Sugai, G. (2012). Consideration of Culture and Context in School-Wide Positive Behavior Support A Review of Current Literature. Journal of Positive Behavior Interventions, 14(4), 209-219.

A meta-analysis of school-wide positive behavior support: An exploratory study using single-case synthesis

This meta-analysis of School-wide Positive Behavior Supports examines 20 articles. Single-case studies were evaluated using a regression-based procedure to establish efficacy of the approach.

Solomon, B. G., Klein, S. A., Hintze, J. M., Cressey, J. M., & Peller, S. L. (2012). A meta?analysis of school?wide positive behavior support: An exploratory study using single?case synthesis. Psychology in the Schools, 49(2), 105-121.

A contextual consideration of culture and school-wide positive behavior support

This article considers culture within the context of School-wide Positive Behavior Support. The paper provides an overview of culture and working definitions to assist educators to more effectively implement evidence-based practices.

Sugai, G., O’Keeffe, B. V., & Fallon, L. M. (2012). A contextual consideration of culture and school-wide positive behavior support. Journal of Positive Behavior Interventions, 14(4), 197-208. Can pd

Improving teachers means improving principals, too
The article discusses the critical role principals play in improving teacher performance.
Borsuk, A., (2010) Improving teachers means improving principals, too
Meta-Analytic Review of Responsiveness-To- Intervention Research: Examining Field-Based and Research-Implemented Models
This study conducted a meta-analysis on four existing large-scale RTI models and other models implemented for research.
Burns, M. K., Appleton, J. J., & Stehouwer, J. D. (2005). Meta-analytic review of responsiveness-to-intervention research: Examining field-based and research-implemented models. Journal of Psychoeducational Assessment, 23(4), 381-394.
A Parent’s Guide to Response-to-Intervention
This guide provides a description of RTI specifically designed for parents of students with Learning disabilities.
Cortiella, C. (2006). A parent's guide to response-to-intervention. National Center for Learning Disabilities.
Effective Behavior Support: A Systems Approach to Proactive School-wide Management
This study describes Effective Behavioral Support, a systems approach to enhancing the capacity of schools to adopt and sustain use of effective processes for all students.
Lewis, T. J., & Sugai, G. (1999). Effective Behavior Support: A Systems Approach to Proactive Schoolwide Management. Focus on Exceptional Children, 31(6), 1-24.
A meta-analysis of positive behavior support.
This meta-analysis of School-wide Positive Behavior Supports examines the effectiveness of systems wide intervention.
Marquis, J. G., Horner, R. H., Carr, E. G., Turnbull, A. P., Thompson, M., Behrens, G. A., ... & Doolabh, A. (2000). A meta-analysis of positive behavior support. Contemporary special education research: Syntheses of the knowledge base on critical instructional issues, 137-178.
Response to intervention and teacher preparation
A review of the critical skills taught teachers in 13 teacher preparation programs in the state of Connecticut with the emphasis on progress monitoring.
Spear-Swerling, L. (2008). Response to intervention and teacher preparation. In E. L. Grigorenko (Ed.), Educating Individuals with Disabilities: IDEIA 2004 and Beyond. (pp.273-293). New York, NY : Springer Publishing Company.
The Emergence and Possible Futures of Response To Intervention
This study is designed to operationalize, standardize, and field test the RtI process by examining four measures of student performance, curriculum-based measurement, Brigance subtests, state reading test, and teacher identification.
VanDerHeyden, A. M., Witt, J. C., & Barnett, D. W. (2005). The emergence and possible futures of response to intervention. Journal of Psychoeducational Assessment, 23(4), 339-361.
Back to Top