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Lindsay Brindley; Paul Bauer; Alan J. Card; John Crocker; Nick Ialongo; Allen Tien – Administration and Policy in Mental Health and Mental Health Services Research, 2024
K-12 schools are a major sector for efforts to prevent and treat student mental health problems. In the United States, these efforts have led to the emergence of the MultiTiered System of Supports (MTSS) universal prevention, early intervention, and treatment policy framework. With a major focus on behavioral and mental health, MTSS has been…
Descriptors: Elementary Secondary Education, Mental Health, Multi Tiered Systems of Support, Prevention
Brian Travis Walker – ProQuest LLC, 2024
This study explores the perceptions of teachers regarding the effectiveness of Response to Intervention (RTI[superscript 2]) and Teacher Support Team (TST; also known as Student Support team) frameworks in West Tennessee. The research investigates various facets such as teachers' familiarity with TST and RTI[superscript 2], adequacy of training,…
Descriptors: Intervention, Teacher Attitudes, Multi Tiered Systems of Support, Teacher Characteristics
Scott R. McConnell; Alisha K. Wackerle-Hollman; Anthony D. Albano; Erin M. Lease; Marianne Elmquist; Kelsey K. Will – Journal of Early Intervention, 2024
Ongoing expansion of early education services in the United States is often rooted in these programs' contribution to development that promotes later academic and behavioral competence. Multi-tiered systems of support (MTSS, sometimes referred to as Response to Intervention) represent one increasingly common resource to promote desired outcomes…
Descriptors: Early Childhood Education, Preschool Children, Emergent Literacy, Multi Tiered Systems of Support
Dorothy L. Espelage; Anjali Forber-Pratt; Chad A. Rose; Katherine A. Graves; Rachel A. Hanebutt; America El Sheikh; Ashley Woolweaver; Tracey Kenyon Milarsky; Katherine M. Ingram; Luz Robinson; Angelica M. Gomez; Pam K. Chalfant; Christine Salama; Phil Poekert – Education and Urban Society, 2024
Students with disabilities (SWDs) are disproportionately at-risk for bullying victimization and perpetration, yet there is a lack of educator-focused professional development targeting prevention for these students. This project sought to address gaps in training through the creation of four online professional development modules: (1)…
Descriptors: Students with Disabilities, At Risk Students, Bullying, Victims
Hank S. Bohanon; Meng-Jia Wu; Ali Kushki; Cheyne LeVesseur – Australasian Journal of Special and Inclusive Education, 2024
Schools have an increased focus on implementing schoolwide initiatives (e.g., multi-tiered systems of support; MTSS) to address risk factors related to dropping out. These interventions can involve multiple domains, including academic, behavioural, and social and emotional supports. Although researchers suggest that schoolwide interventions are…
Descriptors: High Schools, Educational Change, Multi Tiered Systems of Support, Academic Achievement
Kristin Irwin; Cynthia Velasquez; Elaine Hidalgo – Communique, 2024
With support from a U.S. Department of Education grant, the Portland Public Schools successfully expanded a model program that addresses workforce shortages and disrupts inequities by increasing the number of school psychologists from diverse backgrounds, improving foundational reading skills, increasing multitiered systems of support, and…
Descriptors: Equal Education, Public Schools, School Psychologists, Diversity (Institutional)
Marth Walsh – ProQuest LLC, 2024
This study investigates the significance of integrating social-emotional learning (SEL) into school environments, a trend that has gained momentum over the past four decades. Recognizing that students' social and emotional competencies profoundly affect their academic success, educators are increasingly prioritizing the cultivation of skills such…
Descriptors: Sustainability, Multi Tiered Systems of Support, Student Needs, Student Behavior
Georgiana Geimer-Messler – ProQuest LLC, 2024
This study researched students' perceptions of their adult relationships at school within the Check and Connect™ mentoring program. This research delved into the impact on fostering students' engagement and promoting academic success within a multi-tiered system of support (MTSS) at a suburban high school in Canterbury County, Florida. The current…
Descriptors: High School Students, Suburban Schools, Student Attitudes, Mentors
Connecting with Your Toughest Kids: Structuring Teacher-Student Relationship Interventions with MTSS
Brian W. Ernest; Melissa Sullivan-Walker; Elisabeth Rice – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2024
Teacher-Student Relationships (TSRs) contribute to a wide range of positive outcomes for K-12 students. However, many practitioners struggle to build positive relationships with students with challenging behaviors. In this article, we describe how TSR interventions can be structured using an established and common framework: Multi-Tiered Systems…
Descriptors: Teacher Student Relationship, Multi Tiered Systems of Support, Elementary Secondary Education, Intervention
Alexandra Frank; Dalena Dillman Taylor – School-University Partnerships, 2024
Purpose: Post-COVID-19, public K-12 schools are still facing the consequences of the years of interrupted learning. Schools serving minoritized students are particularly at risk for facing challenges with academics, behavior and student social emotional health. The university counseling programs are in positions to build capacity in urban schools…
Descriptors: Urban Schools, Partnerships in Education, Counselor Training, Elementary Schools
Rachel T. Santiago; Garret J. Hall; S. Andrew Garbacz; Kim Gulbrandson; Craig A. Albers – Journal of Positive Behavior Interventions, 2025
Multitiered systems of support (MTSS) are composed of tiered prevention and intervention in multiple domains. MTSS is often referred to as an umbrella framework that includes both a multi-tiered approach to proactive school-wide behavior (e.g., Schoolwide Positive Behavior Interventions and Supports) and academic supports in reading, writing,…
Descriptors: Multi Tiered Systems of Support, Elementary Schools, School District Size, Municipalities
Ecological Momentary Assessment as a Delivery Service for Progress Monitoring Internalizing Concerns
Ishan N. Vengurlekar; Carly Oddleifson; Chelsea Salvatore; Stephen P. Kilgus; Evan H. Dart – Journal of Applied School Psychology, 2025
Progress monitoring data provide important information on student functioning in response to an intervention. Yet, there are several barriers to effective progress monitoring of internalizing symptoms among youth. To address these concerns, the current paper conceptualized the use of ecological momentary assessment (EMA) as a service delivery…
Descriptors: Middle School Students, Progress Monitoring, Student Improvement, Emotional Response
Norma O'Leary; Caoimhe Lyons; Pauline Frizelle – International Journal of Language & Communication Disorders, 2025
Background: Key Word Signing (KWS) is one system that can be used to support the communication needs of children with Down syndrome (DS) who attend mainstream school. The success of KWS in schools is mediated by staff experiences and perceptions of KWS. The current study is one of the first to explore KWS use in mainstream schools. Aims: To…
Descriptors: Elementary School Teachers, Teacher Attitudes, Sign Language, Students with Disabilities
Joana Reyes – ProQuest LLC, 2022
Anxiety disorders are among the most common mental health disorders in children and adolescents. Anxiety is associated with impairment and interferences across a myriad of domains, including social and emotional functioning, academic achievement, and peer and adult relationships. It is important to consider and understand how anxiety manifests…
Descriptors: Anxiety Disorders, Multi Tiered Systems of Support, Best Practices, Intervention
Laura Bryant Palmer – ProQuest LLC, 2022
The underperformance of gifted students is a concern facing all educators. Having students who do not work up to their potential, who make grades lower than test scores show they could, and who choose to focus on other interests instead of academics are issues that occur in many schools. This study sought to learn the perceptions of educational…
Descriptors: Academically Gifted, Underachievement, Student Interests, Response to Intervention