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ERIC Number: EJ901472
Record Type: Journal
Publication Date: 2010-Oct
Pages: 4
Abstractor: ERIC
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0164-775X
Toward True Integration of Academic and Behavior Response to Intervention Systems: Part One--Tier 1 Support
McIntosh, Kent; Goodman, Steve; Bohanon, Hank
Communique, v39 n2 p1, 14-16 Oct 2010
Increasingly, schools have been adopting comprehensive, three-tiered response to intervention (RTI) systems to support students in both academics and social behavior. But with each new systems change initiative comes separate teams, data, and training and coaching systems. Given the intensity of resources required to implement and sustain such systems, there has been increasing interest in integrating academic and behavior support into one system. The focus on RTI provides an opportunity to blend academic and behavior systems into an integrated school-wide system of support for students. There are well-documented RTI systems for addressing both academics and behavior (school-wide positive behavior support, or SWPBS), but less direction on how to integrate these systems effectively. This article, the first of a three-part series which provides a framework for the integration of academic and behavior support for each tier of intervention in an RTI model, includes a rationale for integrating academic and behavior support and a discussion of integrating universal academic and behavior support at the Tier 1 level. The second and third articles will describe the integration of support for students who do not respond to Tier 1 academic and/or behavior support and require Tier 2 or 3 intervention. (Contains 1 figure.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A