Blending Academic
RTI and PBS into
Integrated Multi-Tiered
Systems of Support:
Concepts and First Steps
Kent McIntosh
University of Oregon
Grateful acknowledgements to:

Co-author
 Steve

Goodman
Partnering Districts
 Bethel
School District, OR
 Tigard-Tualatin School District, OR
Conference Committee
 You

Overview
 Define
an integrated MTSS model
 Show research showing the benefits
of integrating PBS and RTI systems
into one MTSS
 Share strategies for integrating
academic and behavior practices
 Tier
I
 Tier II
 Tier III

Information in this presentation comes
from:
McIntosh, K., & Goodman, S. (in press).
Integrated multi-tiered systems of support:
Blending RTI and PBIS. New York: Guilford
Press.
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
Universal Interventions:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Intensive Individual
Interventions:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Targeted Interventions:
Specialized Group
Systems for Students with
At-Risk Behavior
PBS/MTSS Framework
Coaching
School Team
Data based
problem solving
Effective interventions
School Leadership
Implementation
From Don Kincaid
Features of MTSS (McIntosh & Goodman, in press)
Academic RTI
• Specific academic
assessments and
interventions
• Use of published
curricula selected by
school or district
• Use of direct
assessment of skills
• Periodic assessment
through benchmarking
periods
• Focus on grade-level
teaming
• Described in IDEA as
SPED eligibility
determination approach
• Scientifically-based
interventions
• Instruction as prevention
• Tiered continuum of
supports with increasing
intensity based on need
• Regular screening for
early intervention
• Use of a problem-solving
model and data-based
decision rules
• Focus on teaming
• Emphasis on improving
quality of implementation
• Embedded into school
improvement plan
PBS
• Specific social behavior
assessments and
interventions
• Use of free materials that
are adapted to fit the
school’s context
• Use of indirect
assessment of behavior
• Continuous assessment of
social behavior with existing
data sources
• Focus on school-wide
teaming
• Described in IDEA as
school-wide prevention and
individual intervention
approach
What are we talking about when
we talk about integrated MTSS?

Parallel play
What are we talking about when
we talk about integrated MTSS?
Parallel play
 Full integration

Some Big Ideas about MTSS
1.
2.
Integration can be hard
But we're all doing the same work
Is there a link
between
academics and
behavior?
yes.
Initial Behavior
Challenges
Initial Academic
Challenges
Combined
Academic
and
Behavior
Challenges
Pathway 1:
Pathway 4:
Academic Challenges
Lead to Combined
Challenges
Behavior Challenges Lead
to Combined Challenges
Pathway 3:
Pathway 2:
Attention Deficits Lead
to Combined Challenges
Underlying
Attention Deficits
Academic Challenges
Lead to Social Rejection
and Combined Challenges
Two Causes, Two Solutions
1.
“Chaotic Classroom” Theory
 Access to instruction (Levy & Chard, 2001)
MEAP – Grade 4 Reading Assessment
29 Elementary schools in Michigan
(reading and behavior support)
Over 55% of major
ODRs from classroom
Probability of scoring
below 75% proficient:
78%
Under 55% of major
ODRs from classroom
Probability of scoring
above 75% proficient:
75%
(Goodman, 2005)
Two Causes, Two Solutions
1.
“Chaotic Classroom” Theory
 Access to instruction (Levy & Chard, 2001)
 Create safe, positive classrooms
where instruction can take place
Can PBS lead to
improved reading
performance?
Kelm, J. L., McIntosh, K., & Cooley, S.
(2014). Effects of implementing schoolwide positive behaviour support on
social and academic outcomes.
Canadian Journal of School Psychology,
29, 195-212.
Change from 97-98 to 01-02
Elem With School-wide PBS
20
15
10
4J School District
5
Eugene, Oregon
0
-5
1
2
3
4
5
6
7
8
9
10
11
12
13
Schools
Change from 97-98 to 01-02
Elem Without School-wide PBS
6
4
2
0
-2
Change in the
percentage of
students meeting
the state standard
in reading at grade
3 from 97-98 to 0102 for schools
using PBIS all four
years and those
that did not.
(Horner et al,
2005)
-4
-6
1
2
3
4
Schools
5
6
BC Elementary School Example:
Office Discipline Referrals
BC Elementary School Example:
Out of School Suspensions
Student Satisfaction Survey:
Grade 4
At school, are you bullied, teased or picked on?
100
90
% many times or all of the time
80
70
60
2008
50
2009
40
30
20
10
0
School
District
FSA Results 2007-09: Grade 4
Reading Comprehension
100
90
% meeting or exceeding
80
70
60
2008
50
2009
40
30
20
10
0
School
District
Two Causes, Two Solutions
1.
2.
“Chaotic Classroom” Theory
 Access to instruction (Levy & Chard, 2001)
 Create safe, positive classrooms
where instruction can take place
Response to Intervention Theory
 Repeated academic failure leads to a
pattern of problem behavior
(Patterson, 1982; McIntosh et al., 2008)
Coercive Cycle of Teacher-Student
Interactions (McIntosh et al., 2008)
Teacher presents
student with grade level
academic task
Student’s academic skills
do not improve
Student escapes
academic task
Student engages in
problem behavior
Teacher removes
academic task or
removes student
Two Causes, Two Solutions
1.
2.
“Chaotic Classroom” Theory
 Access to instruction (Levy & Chard, 2001)
 Create safe, positive classrooms
where instruction can take place
Response to Intervention Theory
 Repeated academic failure leads to a
pattern of problem behavior
(Patterson, 1982; McIntosh et al., 2008)

Provide high-quality academic
instruction to prevent failure
Can we alter the academic to
behavior challenges pathway?
(McIntosh, Sadler, & Brown, 2012)

Research questions:
Do pre-reading scores at the start of
kindergarten predict problem behavior
in 5th grade?
2. Does response to academic instruction
change this risk?
1.
ODRs by K DIBELS ISF Score
0.7
Mean ODRs Per Year
0.6
0.5
0.4
Low Risk
Some Risk
At Risk
0.3
0.2
0.1
0
Grade K
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
(McIntosh, Sadler, & Brown, 2012)
Risk for Problem Behavior Grade 5:
Response to Intervention in Grade K
17%
5%
3%
low risk to low risk
Fall Kindergarten ISF
Winter Kindergarten ISF
Conditional Probabilities
for 2+ ODRs
Risk for Problem Behavior Grade 5:
Response to Intervention in Grade K
11%
some risk to some risk
8%
(0%)
Fall Kindergarten ISF
Winter Kindergarten ISF
Conditional Probabilities
for 2+ ODRs
Risk for Problem Behavior Grade 5:
Response to Intervention in Grade K
at risk to at risk
15%
14%
(0%)
Fall Kindergarten ISF
Winter Kindergarten ISF
Conditional Probabilities
for 2+ ODRs
Some Big Ideas about MTSS
1.
2.
3.
Integration can be hard
But we're all doing the same work
We need to integrate our systems to
solve the big problems
Disproportionality in School
Discipline (Losen et al., 2015)
http://civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights-remedies/school-toprison-folder/federal-reports/are-we-closing-the-school-discipline-gap
A 5-point
Intervention
to Enhance
Equity in
School
Discipline
http://www.pbis.org/school/equity-pbis
5-point Intervention Approach
1.
2.
3.
4.
5.
Use engaging academic instruction to
reduce the support gap (achievement gap)
Implement a behavior framework that is
preventive, multi-tiered, and culturally
responsive
Collect, use, and report disaggregated
discipline data
Develop policies with accountability for
disciplinary equity
Teach neutralizing routines for vulnerable
decision points
http://www.pbis.org/school/equity-pbis
Prevent Situations Leading to
Disproportionate Discipline

Start with a foundation of PBS
 Improve
school climate
 Increase positive student-teacher interactions
 Provide instructional alternatives to ODRs and
suspensions

Ensure Cultural Responsiveness
 Build
PBS systems with input from students,
families, and community

Use Engaging Academic Instruction
 Explicit,
high rates of OTRs, progress monitoring
Integrated MTSS and the
Achievement Gap
Percent Meeting or Exceeding Standards
100%
90%
94%
81%
84%
88%
80%
94%
11%
28%
24%
66%
67%
83%
36%
70%
60%
91%
43%
47%
50%
52%
40%
30%
38%
37%
White
20%
Latino
10%
0%
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
Tigard-Tualatin School District (Chaparro, Helton, & Sadler, in press)
Integrated MTSS Successes

California
 Lane

& Menzies (2003)
Florida
 Kincaid

& Batsche (in press)
Michigan
 Ervin,
Schaughency, Goodman, McGlinchey,
& Matthews (2006)

Ohio
 Stollar,

Poth, Curtis, & Cohen (2006)
Oregon
 Chaparro
et al. (in press), Sadler & Sugai (2008)
Some Big Ideas about MTSS
1.
2.
3.
4.
Integration can be hard
But we're all doing the same work
We need to integrate our systems to
solve the big problems
And it's all worth it
So…how do we
integrate our
academic and
behavior
systems?
What do we integrate?
(McIntosh & Goodman, in press)
Data systems
 Practices
 Teaming
 District Support

 Training
and Professional Development
 Coaching
Is integration our goal?
Enablers
Systems
Features
Effective
Efficient
Integration
Equitable
Sustainable
Goal
How to integrate well

The key to integrated systems is through
integrated thinking
Considering the link between academics and
social behavior in planning supports
2. Implementing effective practices for both the
academic and social behavior domains
3. Integrating where it makes the most sense
1.
Considers Tiers of Support
when Integrating
1.
2.
Because academic RTI
and PBIS systems are
both organized that
way
The approach to
integrating practices
varies based on the
specific tier of support
Tiered Logic for Integrating
Practices

Tier I
 Provide
quality instruction in each domain
 Use the same principles to guide instruction

Tier II
 Utilize
existing Tier II academic practices that also
provide social behavior support (and vice-versa)
 Differentiate instruction to add efficient
intervention across domains

Tier III
 Fully
integrate support based on individual needs
Tier I

Aims:
 Maximize
success for all students
 Prevent challenges in each area that could
cross over

Integration considerations
 Core
instructional principles are shared
 Efficiency comes from generalization
Teaching Academic and Social
Behaviors
Tell
Reteach
Behavior
change is an
instructional
process
Feedback
Show
Practice
Teach social behavior skills just like
academic skills

Use positive & negative behavior
examples
 Goal
is for students to identify the line
between acceptable and not acceptable
Regular practice is needed to build skills
 Provide performance feedback
 Monitor progress in skills

 If
students have trouble, reteach and provide
more practice
Principles of effective instruction
(academic and social behavior)
1.
2.
3.
4.
5.
6.
Focus on big ideas
Conspicuous strategies
Mediated scaffolding
Strategic integration
Primed background knowledge
Judicious review
Coyne, Kame’enui, & Carnine, 2007
1. Focus on Big Ideas
Principle
Big Ideas
Description
Reading Example
Focus on key Big Ideas of Early
and critical
Literacy (NRP)
components  Phonemic
Awareness
 Alphabetic
Principle
 Fluency with
Connected Text
 Vocabulary
 Comprehension
Strategies
Behavior Example
Social and Emotional
Learning (CASEL 5)
 Self-awareness
 Self-management
 Social awareness
 Relationship skills
 Responsible decisionmaking
PBS Expectations
 Be safe
 Be responsible
 Be respectful
Integrated Support
Example
Directly connect
behavioral expectations to
academic expectations
(e.g., be responsible
means engaging in class
instruction)
handout
2. Conspicuous Strategies
Principle
Description
Conspicuous Directly
teaching
Strategies
strategies
used by
successful
learners
Reading Example
Behavior Example
Teach sounds of
individual letters and
then blend the
sounds together to
say the printed word
Explicitly teach behavior
expectations through
examples and nonexamples connected to
context, teach routines for
responding to problems
(e.g., bullying behavior)
Integrated Support
Example
Directly teach academic
facilitative behaviors (e.g.,
attending, engagement
responses)
3. Mediated Scaffolding
Principle
Mediated
Scaffolding
Description
Providing
guidance
through
prompting
and fading
of prompts
Reading Example
Pointing to letters for
student to sound out
and then slide finger
across word to say it
fast
Behavior Example
Post behavior
expectations as prompt,
regular use of
expectations as labels to
describe behavior
Integrated Support
Example
Prompt what the student
should be doing
(academic engagement)
rather than not doing
(problem behavior),
schedule instruction to
increase successful
responding and reduce
behavior problems
4. Strategic Integration
Principle
Description
Reading Example
Behavior Example
Strategic
Integration
Previous
learning
applied to
new more
complex
content and
contexts
Phonemic awareness
is combined with
alphabetic principle
to promote fluency
with connected text
Behavior expectations are
selected and taught to
transfer to new settings
and contexts (e.g.,
substitute teacher, field
trip)
Integrated Support
Example
Teach students to use
skills learned in reading
problem solving to apply
to social problem solving
(e.g., identifying context
cues, understanding
meaning)
5. Primed Background Knowledge
Principle
Description
Reading Example
Primed
Background
Knowledge
Linking
current
content to
prior
knowledge
and
experiences
Connect vocabulary
instruction to
student previous
vocabulary and
understanding
Behavior Example
Use student’s previous
experiences to better
understand rationale for
using prosocial behavior
Integrated Support
Example
Make connections from
concepts previously
learned in one area (e.g.,
content from story) as
background knowledge
for another area (e.g.,
importance of
responsibility)
6. Judicious Review
Principle
Judicious
Review
Description
Planful and
periodic
review of
skills and
knowledge
Reading Example
Behavior Example
Review vocabulary
terms at end of initial
lesson and also
periodically based on
student performance
Review behavior
expectations after each
school vacation period or
before common “spikes”
in problem behavior,
precorrect before
challenging settings
Integrated Support
Example
Monitor student
performance within the
instructional setting
regarding need for review
in both behavior AND
academic variables
Integrated Strategies at Tier I

Good classroom management
Simonsen, B., & Myers, D., (2015).
Classwide positive behavior interventions
and supports : A guide to proactive
classroom management. New York: Guilford
Press.
Integrated Strategies at Tier I
Good classroom management
 Teach classroom routines

Class
Routines
School Rules
Be
Respectful
Be
Responsible
Be
Safe
Independent
Transitions
Seat Work
Small
Group
Activities
Teacherled
Instruction
•Eyes on speaker
•Listen to each
other
•Accept each
other’s answers
•Eyes on teacher
•Raise hand
before talking
•Use whisper
voice
•Keep 8 inches
between yourself
and others in line
•Raise hand
before talking
•Turn in work you
are proud of
•Start right on
signal
•Put materials
away
•Read and follow
the directions
•Complete your
own work
•Do your part
•Use time wisely
•Follow along
•Listen to teacher
instructions
•Take notes
•Move quickly but
safely
•Look out for
others
•Sit with 6 feet on
the floor
•Stay in your
space
•Keep objects out
of hands
•Use materials
carefully
•Sit with 6 feet on
the floor
•Keep objects out
of hands
Sample Lesson Plan
Skill Name
Getting Help
(How to ask for assistance for difficult tasks)
Teaching Examples
1. When you’re working on a math problem that you can’t figure out, raise your hand and
wait until the teacher can help you.
NEGATIVE: raise hand and wave it around or call out
2. You and a friend are working together on a science experiment but you are missing a
piece of lab equipment, ask the teacher for the missing equipment.
NEGATIVE: skip steps that use this equipment
3. You are reading a passage and don’t know the meaning of a word, ask your neighbor.
NEGATIVE: ask your neighbor for the word and then keep talking
Student Activity
1. Ask 2-3 students to give an example of a situation in which they needed help to
complete a task, activity, or direction.
2. Ask students to indicate or show how they could get help.
3. Encourage and support appropriate discussion/responses. Minimize attention for
inappropriate responses.
After the Lesson
(During the Day)
1. Just before giving students difficult or new task, direction, or activity, ask them to tell
you how they could get help if they have difficulty (precorrection).
2. When you see students having difficulty with a task (e.g., off task, complaining), ask
them to indicate that they need help (reminder).
3. Whenever a student gets help the correct way, provide specific praise to the student.
Integrated Strategies at Tier I
Good classroom management
 Teach classroom routines
 Use peer-mediated instruction

Peer-mediated Intervention
(aka Peer Tutoring)

Students teach each other
 Students
are paired and take turns as “coach”
and “player”

Effective on a range of outcomes
(Barton-Arwood et al., 2005; Fuchs et al., 2002; Locke & Fuchs,
1995; Sutherland & Snyder, 2007)
 Academic
skills
 Academic engagement
 Problem behavior
 Social standing
Peer-mediated Intervention
Resources

Peer Assisted Learning Strategies
 http://kc.vanderbilt.edu/pals

Free peer tutoring manual (reading fluency)

http://interventioncentral.com/htmdocs/interventions/rdngfluency/prtutor.php
Integrated Strategies at Tier I
Good classroom management
 Teach classroom routines
 Use peer-mediated instruction
 Include social and emotional content in
academic lessons

Use materials that focus on
social problem solving

Select content that includes SEL topics in
language arts and history
 Wars
and injustices (e.g., The Trail of Tears)
 Inspiring events (e.g., We’ve Got a Job)

Use comprehension questions when reading
 How
do you think that made her feel? (empathy)
 What do you think is going to happen next?
(cause and effect)
 How could he have done things differently?
(problem solving)
Integrated Strategies at Tier I
Good classroom management
 Teach classroom routines
 Use peer-mediated instruction
 Include social and emotional content in
academic lessons
 Arrange the classroom environment to
maximize academic engagement

Classroom Decorations
(Fisher, Godwin, & Seltman, 2014)
Classroom Decorations

Children in the highly decorated room…
 Spent
significantly more time off-task
 Had significantly smaller learning gains
(Fisher, Godwin, & Seltman, 2014)
Tier II

Aims:
 Provide
supplemental (not supplantive)
support
 Can rely on quality Tier I practices for some
integrated support

Integration considerations
 What
is needed to maximize existing Tier I
supports?
 Efficiency comes from thoughtful selection
Types of Student Problems
Academic
Problems
Interrelated
Academic and
Behavior
Problems
Behavior
Problems
Nonrelated Academic and
Behavior Problems
Reasons Not to Implement New
Integrated Tier II Practices
1.
2.
3.
More time learning
with peers in the
general education
setting
Avoids adding
more and more
interventions to a
fully loaded school
Eliminates need to
scheduling another
set of groups!
Smarter Integration
Two step process:
1. Place students into instructional groups
based on their primary academic needs
2. Add accommodations and differentiation
of instruction for social behavior

Tier II Accommodations by
Function of Problem Behavior
Scenario
1. Student engages in
problem behavior to
obtain adult attention
during instruction
Possible Accommodations/Differentiation
 Teach, practice, and acknowledge behavior
expectations, with specific focus on appropriate ways
to obtain adult attention
 Provide increased opportunities for student responding
and feedback from instructor
 Arrange the instructional environment so that
appropriate adult seeking attention is easy and not
disruptive to others (e.g., seating near teacher, help
signal for independent work)
 Enroll in Check-in Check-out (CICO)
handout
Check-in Check-out (CICO)

A program to add:
 Mentoring
by an adult in the school who looks
out for the student
 Structured process of feedback and
recognition to a school day
 Instruction in needed skills
 School-home communication
 Built-in monitoring of student progress
Tier II Accommodations by
Function of Problem Behavior
2.
Scenario
Possible Accommodations/Differentiation
Student engages in
 Teach, practice, and acknowledge behavior
problem behavior to
expectations with peers, with specific focus on
obtain peer attention
appropriate ways to obtain peer attention
during instruction
 Provide increased opportunities for peer mediated
instruction (e.g., peer tutoring, group work)
 Teach peers to ignore misbehavior and acknowledge
appropriate prosocial behavior
 Arrange the instructional environment to minimize
peer disruptions (e.g., seating changes)
Tier II Accommodations by
Function of Problem Behavior
3.
Scenario
Possible Accommodations/Differentiation
Student engages in
 Briefly teach and practice behavior expectations, and
problem behavior to
acknowledge with responses that are reinforcing for
avoid or escape
the student
interactions with
 Provide opportunities for independent structured
adults or peers during
instruction (e.g., programmed instruction, computerinstruction
aided instruction)
 Teach needed social and emotional skills
Tier II Accommodations by
Function of Problem Behavior
4.
Scenario
Student engages in
problem behavior to
avoid or escape
academic tasks
Possible Accommodations/Differentiation
 Develop skills in specific deficit areas
o Provide instruction at student success level
o Use evidence-based interventions to address
deficit areas
 Add reinforcement system to reward engagement
 Enroll in Breaks are Better CICO modification
Tier II Accommodations by
Function of Problem Behavior
5.
Scenario
Possible Accommodations/Differentiation
Student engages in
 Teach, practice, and acknowledge behavior
problem behavior due
expectations, with specific focus on appropriate
to deficits in
classroom behavior
academic facilitative  Teach specific academic facilitative skills (e.g.,
behaviors
attending, organization, engagement)
 Enroll in Check-in Check-out (CICO)
Integrated Interventions at Tier II

Use the Tier II Function-based Intervention
Resource Mapping Worksheet
handout
Tier II Interventions
Check-in
Check-out
Social Skills
Club
Grief/Loss
Group
Lunch Buddies
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Features
Access to adult attention
Access to peer attention
Access to choice of alternative
activities
Options for avoiding aversive
activities
Options for avoiding aversive
social attention
Additional structural prompts
for ‘what to do’ throughout
the day
At least 5 structured times
each day to receive feedback
School-home communication
system
Option to adapt into a selfmanagement system
X
X
X
X
X
X
X
Horner & Todd, 2002
Tier II Interventions
Open Court
PALS
REWARDS
Read Naturally
Features
Access to adult attention
Access to peer attention
Options for avoiding aversive
activities
Options for avoiding aversive
social attention
X
X
X
X
X
X
Miller & Goodman, 2012
Tier III

Aims:
 Individualized
support
 Fully integrated intervention plans

Integration considerations
 Integrate
support to maximize effectiveness
 Function-based support is a critical driver of
intervention selection
 Take care to consider both sets of challenges
at the same time
BSP for
Eddie
Desired
Alternative
Typical
Consequence
Do work
successfully
w/o complaints
Told “good job,”
more work,
good grades
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Function
Corrected for
reading error
earlier in period
Asked to
complete
reading
assignment
Argues,
threatens,
uses profanity
Removed
from class
Escape
academic task
Acceptable
Alternative
Ask for break,
ask for help
BSP for
Eddie
Desired
Alternative
Typical
Consequence
Do work
successfully
w/o complaints
Told “good job,”
more work,
good grades
Academic Skill
Development
Reading:
decoding
words fluently
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Function
Corrected for
reading error
earlier in period
Asked to
complete
reading
assignment
Argues,
threatens,
uses profanity
Removed
from class
Escape
academic task
Acceptable
Alternative
Ask for break,
ask for help
Setting Event
Strategies
Assess if reading
curriculum is at
appropriate levelplace in
appropriate level
Use an intensive,
evidence-based
reading program
(e.g., Reading
Mastery,
Corrective
Reading)
Remove peer
audience during
reading time
Antecedent
Strategies
Teaching
Strategies
Consequence
Strategies
Prompt task
completion
Behavior Skills
Strategies
Give break & help
when requested
Make task less
difficult
Teach and
practice
alternatives to
problem
behavior:
1. Ask for break
2. Ask for help
Provide reward
within 1 min. of
starting task (&
thin to 3 min., 5
min., 10 min.)
Do first activity
together
Provide
different tasks
Present choice
of which
reading items
to complete on
worksheet
Academic Skills
Strategies
Teach and practice
specific academic
skills:
1. Decoding skills
Minimize rewards
for problem
behavior (don’t
send to timeout
without work)
Reward desired
behavior
Resource Materials

Integrated Instructional Plan
 Classroom
or grade level
handout
Resource Materials

Team Checklist for Integrating Practices
 School
 District
handout
Big Ideas for Smarter
Integration of Practices
The main goal of integrated MTSS models
is improved effectiveness and efficiency, not
integration
 For Tier I, good instruction in all domains is
more important than integrated support
 For Tier II, provide academic support and
then differentiate or accommodate for social
behavior
 For Tier III, conduct functional assessments
and build plans from these results

Some Big Ideas about MTSS
1.
2.
3.
4.
Integration can be hard
But we're all doing the same work
We need to integrate our systems to
solve the big problems
And it's all worth it
Contact Information

Kent McIntosh
Special Education Program
University of Oregon
kentm@uoregon.edu
@_kentmc
Cannon Beach, Oregon
© GoPictures, 2010
Handouts: http://kentmcintosh.wordpress.com
Selected References
Chaparro, E. A., Helton, S., & Sadler, C. A. (in press).
Oregon Effective Behavioral and Instructional Support
Systems initiative: Implementation from district and state
level perspectives. In K. McIntosh & S. Goodman (Eds.),
Multi-tiered systems of support: Integrating academic
RTI and school-wide PBIS. New York: Guilford.
Gietz, C. & McIntosh, K. (2014). Relations between student
perceptions of their school environment and academic
achievement. Canadian Journal of School Psychology,
29, 161-176.
Goodman, S. D. (2005, October). Implementation of
reading and behavior support at the state level. Paper
presented at the 2005 PBIS Forum, Chicago, IL.
Selected References (cont.)
Kelm, J. L., McIntosh, K., & Cooley, S. (2014). Effects of
implementing school-wide positive behaviour
interventions and supports on problem behaviour and
academic achievement in a Canadian elementary
school. Canadian Journal of School Psychology, 29,
195-212.
Kincaid, D., & Batsche, G. (in press). Florida’s Multi-Tiered
Support System for academics and behavior. In K.
McIntosh & S. Goodman (Eds.), Multi-tiered systems of
support: Integrating academic RTI and school-wide
PBIS. New York: Guilford.
Selected References (cont.)
Merton, R. K. (1968). Social theory and social structure.
New York: Free Press.
McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H.
(2006). Demonstration of combined efforts in schoolwide academic and behavioral systems and incidence of
reading and behavior challenges in early elementary
grades. Journal of Positive Behavior Interventions, 8,
146-154.
McIntosh, K., Flannery, K. B., Sugai, G., Braun, D. H.,
Cochrane, K. L. (2008). Relationships between
academics and problem behavior in the transition from
middle school to high school. Journal of Positive
Behavior Interventions, 10, 243-255.
Selected References (cont.)
McIntosh, K., & Goodman, S. (in press). Multi-tiered
systems of support: Integrating academic RTI and
school-wide PBIS. New York: Guilford Press.
McIntosh, K., Horner, R. H., Chard, D. J., Boland, J. B., &
Good, R. H. (2006). The use of reading and behavior
screening measures to predict non-response to schoolwide positive behavior support: A longitudinal analysis.
School Psychology Review, 35, 275-291.
McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., &
Braun, D. H. (2008). Reading skills and function of
problem behavior in typical school settings. Journal of
Special Education, 42, 131-147.
McIntosh, K., Reinke, W. M., Kelm, J. L., & Sadler, C.
(2013). Gender differences in reading skill and problem
behavior in elementary school. Journal of Positive
Behavior Interventions, 15, 51-60.
Selected References (cont.)
McIntosh, K., Sadler, C., & Brown, J. A. (2012). Kindergarten
reading skill level and change as risk factors for chronic
problem behavior. Journal of Positive Behavior Interventions,
14, 17-28
Patterson, G. R. (1982). Coercive family process. Eugene, OR:
Castalia Publishing.
Sadler, C., & Sugai, G. (2009). Effective Behavior and
Instructional Support: A district model for early identification
and prevention of reading and behavior problems. Journal of
Positive Behavior Interventions, 11, 35-46.
Simonsen, B., & Myers, D., (2015). Classwide positive behavior
interventions and supports : A guide to proactive classroom
management. New York: Guilford Press.