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ERIC Number: EJ904280
Record Type: Journal
Publication Date: 2010-Nov
Pages: 2
Abstractor: ERIC
Reference Count: 36
ISSN: ISSN-0164-775X
Toward True Integration of Academic and Behavior Response to Intervention Systems: Part Two--Tier 2 Support
McIntosh, Kent; Goodman, Steve; Bohanon, Hank
Communique, v39 n3 p4, 6 Nov 2010
In the previous article in this series, the authors provided a rationale for integrating academic and behavior response to intervention (RTI) systems. Their rationale included: (1) research showing that challenges in academic and social behavior are linked; (2) a description of the common features that both RTI systems share; and (3) the understanding that implementing two parallel major systems-change initiatives presents significant challenges to sustaining either one. The authors then provided examples of areas where integrating RTI systems at the Tier 1 level of support would be beneficial and concluded with state-level data demonstrating enhanced outcomes in both areas through integrated systems. This article describes how to integrate academic and behavior RTI systems effectively at Tier 2. Tier 2 support (also known as targeted, secondary, or strategic support) is considered the next level of support in terms of RTI--students who do not respond to Tier 1 academic or behavior support are provided one or more Tier 2 interventions, and if students are not successful with this combination of Tier 1 and Tier 2 level of support, it signals the need for more intensive, individualized treatments. According to the public health model, the theoretical proportion of students in a school that are provided Tier 2 support is approximately 15%, though this number is dependent on the quality of the Tier 1 support provided and the fidelity and effectiveness of the Tier 2 interventions used. The authors contend that support at Tier 2 can be both more effective and efficient when it is strategically integrated. [For Part One, see EJ901472.]
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A