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Check-In/Check-Out (CICO) Participation Patterns within U.S. Schools
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Angus Kittelman; M. Kathleen Strickland-Cohen; Mimi McGrath Kato; Kent McIntosh; Robert H. Horner – Grantee Submission, 2025
Check-In/Check-Out (CICO) is a widely implemented, evidence-based Tier 2 behavior intervention used primarily in schools implementing Positive Behavioral Interventions and Supports (PBIS). The purpose of this national extant study was to examine implementation patterns using an extant database of 24,425 students within 1,766 schools across 40 U.S.…
Descriptors: Positive Behavior Supports, Evidence Based Practice, Student Participation, Elementary School Students
The Critical Role of Instructional Response in Defining and Identifying Students with Dyslexia: A Case for Updating Existing Definitions
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Sharon Vaughn; Jeremy Miciak; Nathan Clemens; Jack M. Fletcher – Grantee Submission, 2024
We address defining and identifying students with dyslexia within the context of multi-tier systems of support (MTSS). We review proposed definitions of dyslexia, evidence for proposed definitional attributes, and emphasize the role of response to intervention in identifying students with dyslexia. We identify dyslexia as individuals with specific…
Descriptors: Dyslexia, Definitions, Revision (Written Composition), Multi Tiered Systems of Support
Unpacking Implementation: Fidelity and Barriers to Implementation of a Kindergarten Reading Intervention by Teachers
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Michael P. Mesa; Colby Hall; Tricia Zucker; Katlynn Dahl-Leonard; Yoonkyung Oh; Carolyn Denton – Grantee Submission, 2024
Young students at risk for reading difficulties are likely to have long-term reading difficulties if they are not provided with evidence-based, supplemental instruction. This pilot study evaluated the feasibility of a Tier 2 reading intervention ("Reading RULES! Kindergarten"; RRK) and its promise to improve outcomes for kindergarten…
Descriptors: Reading Difficulties, Intervention, Program Evaluation, Program Implementation
An Examination of Implementation Fidelity within the Context of a Tier 2 Mathematics Intervention
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Cayla Lussier; Ben Clarke; Derek Kosty; Geovanna Rodriguez; Kathleen Scalise; Christian T. Doabler; Jessica Turtura – Grantee Submission, 2025
Evidenced-based mathematics interventions are critical for supporting students with mathematics difficulties. In research and practice, collecting implementation fidelity is important for ensuring that all the core components of the intervention are implemented as designed. Historically, implementation fidelity has been defined as multi-faceted…
Descriptors: Fidelity, Mathematics Instruction, Evidence Based Practice, Learning Problems
Integrating a Self-Regulation Intervention within a Tier-2 Academic Intervention
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Katherine E. O'Donnell; Linling Shen; Dianne C. Stratford; Patricia Y. Candelaria; Nathan H. Clemens – Grantee Submission, 2024
Behavior and academic outcomes in school are interrelated; students who struggle with academics are likelier to exhibit troublesome behavior and students who struggle with behavior tend to fall behind academically. Multitiered systems of support (MTSS) offer frameworks for providing increasingly intensive support for students with academic and…
Descriptors: Metacognition, Intervention, Self Evaluation (Individuals), Student Behavior
Multi-Tiered Systems of Support: The What, Why, and How for School Counselors
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Lindsay M. Fallon; Susannah Everett; Tamika P. La Salle; Hao-Jan Luh; Adam B. Feinberg; George Sugai – Grantee Submission, 2023
This chapter describes Multi-tiered Systems of Support (MTSS), with a specific focus on Response to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS). When outlining MTSS, authors address how MTSS evolved as well as operating characteristics of the framework. MTSS is an prevention-based framework for enhancing the…
Descriptors: Multi Tiered Systems of Support, Positive Behavior Supports, School Counselors, School Counseling