An examination of the association between MTSS implementation fidelity measures and student outcomes

References

• Algozzine, B., Barrett, S., Eber, L., George, H., Horner, R., Lewis, T., … Sugai, G. (2014). School-wide PBIS Tiered Fidelity Inventory. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. www.pbis.org.
   Google Scholar
• Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavior Interventions, 13(1), 3–16. doi: 10.1177/1098300709359084
   Web of Science ®Google Scholar
• Balu, R., Zhu, P., Doolittle, F., Schiller, E., Jenkins, J., & Gersten, R. (2015). Evaluation of response to intervention practices for elementary school reading (NCEE 2016-4000). Washington, DC: U.S. Department of Education, Institute of Education Sciences. National Center for Education Evaluation and Regional Assistance, What Works Clearinghouse. http://ies.ed.gov/ncee/wwc/ Retrieved from http://ies.ed.gov/ncee/pubs/20164000/pdf/20164000.pdf Google Scholar.
   Google Scholar
• Benner, G. J., Nelson, J. R., Sanders, E. A., & Ralston, N. C. (2012). Behavior intervention for students with externalizing behavior problems: Primary-level standard protocol. Exceptional Children, 78(2), 181–198. doi: 10.1177/001440291207800203
   Web of Science ®Google Scholar
• Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of schoolwide positive behavioral interventions and supports on student outcomes: Results from. A randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12(3), 133–148. doi: 10.1177/1098300709334798
   Web of Science ®Google Scholar
• Center on Response to Intervention. (2014). RTI Fidelity of Implementation Rubric. American Institutes of Research. Retrieved from: https://rti4success.org/sites/default/files/RTI_Fidelity_Rubric.pdf
   Google Scholar
• Childs, K. E., Kincaid, D., & George, H. P. (2011). The Revised School-Wide PBS Benchmarks of Quality (BoQ). OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Retrieved from http://www.pbis.org/evaluation/evaluation_briefs/mar_11_(1).aspx
   Google Scholar
• Childs, K. E., Kincaid, D., George, H. P., & Gage, N. A. (2016). The relationship between school-wide implementation of positive behavior intervention and supports and student discipline outcomes. Journal of Positive Behavior Interventions, 18(2), 89–99. doi: 10.1177/1098300715590398
   Web of Science ®Google Scholar
• Cook, B. G., & Schirmer, B. R. (2003). What is special about special education? Overview and analysis. The Journal of Special Education, 37(3), 200–205. doi: 10.1177/00224669030370031001
   Web of Science ®Google Scholar
• Evanovich, L. E., & Scott, T. M. (2016). Facilitating PBIS implementation: An administrator’s guide to presenting the logic and steps to faculty and staff. Beyond Behavior, 25(1), 4–8. doi: 10.1177/107429561602500102
   Google Scholar
• Fairbanks, S., Simonsen, B., & Sugai, G. (2008). Classwide secondary and tertiary tier practices and systems. Teaching Exceptional Children, 40(6), 44–52. doi: 10.1177/004005990804000605
   Google Scholar
• Fixen, D. L., Blasé, K. A., Horner, G., & Sugai, G. (2009). Scaling up evidence-based practices in education. Scaling-Up Brief. Chapel Hill, NC: The University of North Carolina, FPG Child Development Institute (issue #1). Retrieved from https://eric.ed.gov/?id=ED507440
   Google Scholar
• Flannery, K. B., Fenning, P., Kato, M. M., & McIntosh, K. (2014). Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools. School Psychology Quarterly, 29(2), 111. doi: 10.1037/spq0000039
   PubMed Web of Science ®Google Scholar
• Fleming, C. B., Harachi, T. W., Cortes, R. C., Abbott, R. D., & Catalano, R. F. (2004). Level and change in reading scores and attention problems during elementary school as predictors of problem behavior in middle school. Journal of Emotional and Behavioral Disorders, 12(3), 130–144. doi: 10.1177/10634266040120030101
   Web of Science ®Google Scholar
• Freeman, J., Simonsen, B., McCoach, D. B., Sugai, G., Lombardi, A., & Horner, R. (2016). Relationship between school-wide positive behavior interventions and supports and academic, attendance, and behavior outcomes in high schools. Journal of Positive Behavior Interventions, 18(1), 41–51. doi: 10.1177/1098300715580992
   Web of Science ®Google Scholar
• Gage, N. A., Leite, W., Childs, K., & Kincaid, D. (2017). Average treatment effect of school-wide positive behavioral interventions and supports on school-level academic achievement in Florida. Journal of Positive Behavior Interventions, 19(3), 158–167. doi: 10.1177/1098300717693556
   Web of Science ®Google Scholar
• Gage, N. A., MacSuga-Gage, A. S., Prykanowski, D., Coyne, M., & Scott, T. M. (2015). Investigating the collateral effects of behavior management on early literacy skills. Education and Treatment of Children, 38(4), 523–540. doi: 10.1353/etc.2015.0018
   Web of Science ®Google Scholar
• Gage, N. A., Sugai, G., Lewis, T. J., & Brzozowy, S. (2015). Academic achievement and school-wide positive behavior supports. Journal of Disability Policy Studies, 25(4), 199–209. doi: 10.1177/1044207313505647
   Web of Science ®Google Scholar
• Gage, N. A., Whitford, D. K., & Katsiyannis, A. (2018). A review of schoolwide positive behavior interventions and supports as a framework for reducing disciplinary exclusions. The Journal of Special Education, 52(3), 142–151. doi: 10.1177/0022466918767847
   Web of Science ®Google Scholar
• Gersten, R., Newman-Gonchar, R., Haymond, K. S., & Dimino, J. (2017). What Is the Evidence Base to Support Reading Interventions for Improving Student Outcomes in Grades 1-3? REL 2017-271. Tallahassee, FL: Regional Educational Laboratory Southeast.
   Google Scholar
• Greer-Chase, M., Rhodes, W. A., & Kellam, S. G. (2002). Why the prevention of aggressive disruptive behaviors in middle school must begin in elementary school. The Clearing House, 75(5), 242–245. doi: 10.1080/00098650209603948
   Google Scholar
• Hershfeldt, P. A., Pell, K., Sechrest, R., Pas, E. T., & Bradshaw, C. P. (2012). Lessons learned coaching teachers in behavior management: The PBIS plus coaching model. Journal of Educational and Psychological Consultation, 22(4), 280–299. doi: 10.1080/10474412.2012.731293
   PubMed Web of Science ®Google Scholar
• Hansen, B. B., Fredrickson, M., Fredrickson, M. M. M., Rcpp, L., & Rcpp, I. (2016). Package ‘optmatch’.
   Google Scholar
• Ho, D., Imai, K., King, G., Stuart, E., & Whitworth, A. (2017). Package ‘MatchIt’.
   Google Scholar
• Horner, R. H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A. W., & Esperanza, J. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11(3), 133–144. doi: 10.1177/1098300709332067
   Web of Science ®Google Scholar
• Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara & L. Kern (Eds.) Individualized supports for students with problem behaviors: Designing positive behavior plans. (pp. 359–390) New York: Guilford Press.
   Google Scholar
• Horner, R. H., Todd, A. W., Lewis-Palmer, T., Irvin, L. K., Sugai, G., & Boland, J. B. (2004). The School-Wide Evalutaion Tool (SET): A research instrument for assessing school-wide positive behavior support. Journal of Positive Behavior Interventions, 6(1), 3–12. doi: 10.1177/10983007040060010201
   Web of Science ®Google Scholar
• Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80(4), 437–447. doi: 10.1037/0022-0663.80.4.437
   Web of Science ®Google Scholar
• Kim, J., McIntosh, K., Mercer, S. H., & Nese, R. N. (2018). Longitudinal associations between SWPBIS fidelity of implementation and behavior and academic outcomes. Behavioral Disorders, 43(3), 357–369. doi: 10.1177/0198742917747589
   Web of Science ®Google Scholar
• Leite, W. (2017). Propensity score methods using R. Los Angeles, CA: Sage.
   Google Scholar
• Martin, K. S., Nantais, M., Harms, A., & Huth, E. (2015). Reading Tiered Fidelity Inventory Elementary-Level Edition. Lansing, MI: Michigan Department of Education. Retrieved from: http://guide.swiftschools.org/sites/default/files/documents/Reading%20Tiered%20Fidelity%20Inventory.pdf
   Google Scholar
• Mathews, S., McIntosh, K., Frank, J. L., & May, S. (2014). Critical features predicting sustained implementation of school-wide positive behavior support. Journal of Positive Behavior Interventions, 16(3), 168–178. doi: 10.1177/1098300713484065
   Web of Science ®Google Scholar
• McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavior Interventions, 8(3), 146–154. doi: 10.1177/10983007060080030301
   Web of Science ®Google Scholar
• McIntosh, K., Massar, M. M., Algozzine, R. F., George, H. P., Horner, R. H., Lewis, T. J., & Swain-Bradway, J. (2017). Technical adequacy of the SWPBIS tiered fidelity inventory. Journal of Positive Behavior Interventions, 19(1), 3–13. doi: 10.1177/1098300716637193
   Web of Science ®Google Scholar
• Nelson, J. R., Benner, G. J., & Gonzalez, J. (2003). An investigation of the effects of a prereading intervention on the early literacy skills of children at risk of emotional disturbance and reading problems. Journal of Emotional and Behavioral Disorders, 13(1), 3–12. doi: 10.1177/10634266050130010101
   Web of Science ®Google Scholar
• Nelson, J. R., Benner, G. J., Lane, K., & Smith, B. W. (2004). Academic achievement of K-12 students with emotional and behavioral disorders. Exceptional Children, 71(1), 59–73. doi: 10.1177/001440290407100104
   Web of Science ®Google Scholar
• Newton, J. S., Algozzine, B., Algozzine, K., Horner, R. H., & Todd, A. W. (2011). Building local capacity for training and coaching data-based problem solving with positive behavior intervention and support teams. Journal of Applied School Psychology, 27(3), 228–245. doi: 10.1080/15377903.2011.590104
   Google Scholar
• Oakes, W. P., Wilder, K. S., Lane, K. L., Powers, L., Yokoyama, L. T., O'Hare, M. E., & Jenkins, A. B. (2010). Psychometric properties of the Student Risk Screening Scale: An effective tool for use in diverse urban elementary schools. Assessment for Effective Intervention, 35(4), 231–239. doi: 10.1177/1534508410379796
   Google Scholar
• Pinkelman, S. E., McIntosh, K., Rasplica, C. K., Berg, T., & Strickland-Cohen, M. K. (2015). Perceived enablers and barriers related to sustainability of school-wide positive behavioral interventions and supports. Behavioral Disorders, 40(3), 171–183.
   Web of Science ®Google Scholar
• R Core Team (2013). R: A language and environment for statistical computing. Vienna, Austria: R Foundation for Statistical Computing. Retrieved from http://www.R-project.org/.
   Google Scholar
• Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417–458. doi: 10.1111/j.1468-0262.2005.00584.x
   Web of Science ®Google Scholar
• Rosenbaum, P. R. (1989). Optimal matching for observational studies. Journal of the American Statistical Association, 84(408), 1024–1032. doi: 10.1080/01621459.1989.10478868
   Web of Science ®Google Scholar
• Rosenbaum, P. R., & Rubin, D. B. (1983). The central role of the propensity score in observational studies for causal effects. Biometrika, 70(1), 41–55.
   Web of Science ®Google Scholar
• Scott, T. M., Alter, P. J., Borgmeier, C., & Rosenberg, M. (2010). Decision-making in secondary and tertiary interventions of school-wide systems of positive behavior support. Education and Treatment of Children, 33(4), 513–535.
   Google Scholar
• Scott, T. M., Lingo, A. S., & Hirn, R. G. (2013). The Academic and Behavior Response to Intervention School Assessment (ASA). Louisville, KY: Center for Instructional and Behavioral Interventions in Schools, University of Louisville.
   Google Scholar
• Simonsen, B., Eber, L., Black, A. C., Sugai, G., Lewandowski, H., Sims, B., & Myers, D. (2012). Illinois statewide positive behavioral interventions and supports: Evolution and impact on student outcomes across years. Journal of Positive Behavior Interventions, 14(1), 5–16.
   Web of Science ®Google Scholar
• Swain-Bradway, J., Swoszowski, N. C., Boden, L. J., & Sprague, J. R. (2013). Voices from the field: Stakeholder perspectives on PBIS implementation in alternative educational settings. Education and Treatment of Children, 36(3), 31–46. doi: 10.1353/etc.2013.0020
   Web of Science ®Google Scholar
• Sugai, G., Horner, R. H., Dunlap, G., Hieneman, Lewis, T. J., Nelson, C. M., … Wilcox, B. (2000). Applying positive behavioral support and functional assessment in schools. Journal of Positive Behavioral Interventions, 2, 131–143. doi: 10.1177/109830070000200302
   Google Scholar
• Turri, M. G., Mercer, S. H., McIntosh, K., Nese, R. N., Strickland-Cohen, M. K., & Hoselton, R. (2016). Examining barriers to sustained implementation of school-wide prevention practices. Assessment for Effective Intervention, 42(1), 6–17. doi: 10.1177/1534508416634624
   Web of Science ®Google Scholar
• van Buuren, S., & Groothuis-Oudshoorn, K. (2011). Mice: multivariate imputation by chained equations in R. Journal of Statistical Software, 45, 1–67. doi: 10.18637/jss.v045.i03
   Web of Science ®Google Scholar
• Wacker, D. P., & Berg, W. K. (2002). PBS as a service delivery system. Journal of Positive Behavior Interventions, 4(1), 25–28. doi: 10.1177/109830070200400105
   Web of Science ®Google Scholar
• What Works Clearinghouse (WWC). (2014). What Works Clearinghouse procedures and standards handbook (Version 3.0). Washington D.C. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/referenceresources/wwc_procedures_v3_0_standards_handbook.pdf
   Google Scholar