Copyright © 2011
American Institutes for Research
All rights reserved.
Panelists:
Lise Fox, Rollanda O’Connor, & Catherine Bradshaw
Moderator:
Rebecca Zumeta
July 2012

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Today’ Panel
• Federal research investments related to multi-tiered interventions in academics and behavior
• 3 projects funded by IES’s National
Center on Special Education Research

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Multi-Tiered Intervention Systems
• Comprise academic and behavior support systems
• Include Response to Intervention (RTI),
Positive Behavior Intervention and
Supports (PBIS), Multi-Tiered Systems of Support (MTSS), and other tiered intervention models

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Salient Features of Multi-Tiered
Systems
• Universal screening (all students)
• Progress Monitoring (students at risk, or with identified difficulties)
• Multi-level support system
• Data-based decision making to:
• Evaluate systems
• Determine program effectiveness
• Adjust instruction

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Characteristics of Multi-Tiered
Instruction
Numbers of tiers vary, but typically comprise:
• Primary prevention/Tier 1: Core program
• Secondary prevention/Tier 2:
Standardized, supplemental intervention
• Tertiary prevention/Tier 3: Individualized, intensive intervention

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Today’s Panelists
Lise Fox, University of South Florida
Early Childhood
Examining the Efficacy of a Classroom-Wide Model for Promoting
Social Emotional Development and Addressing Challenging
Behavior in Preschool Children with or at-risk for Disabilities
Rollanda O’Connor, University of California-Riverside
K-4
Precision in Response to Intervention Models: Variations of
Measurement, Instruction, Student Language, and Age
Catherine Bradshaw, Johns Hopkins University
K-8
Testing The Impact of PBIS Plus

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Summarize Study & Discuss
Implications for…
1) Personnel preparation & professional development
2) Special education/disability identification
3) Disproportional representation of diverse groups (if relevant to study)
4) Time for questions after all panelists present