Multi-Tiered Systems of Support: A Practical Guide to Preventative Practice, by Gary Schaffer, makes it easy to decipher this important framework for delivering evidence-based interventions to improve students’ learning, behavior, and social-emotional outcomes. This text focuses on the common elements of the intervention service delivery models comprising Multi-Tiered Systems of Support (MTSS) to offer step-by-step guidance for each stage of the process. Covering MTSS from a ‘whole child’ perspective,
Multi-Tiered Systems of Support empowers current and future educators to set up learners for the greatest success in school and beyond.
This book simplifies the MTSS model using an overall analogy of the four basic steps to building a house. We start with the foundation as the history of MTSS, the walls as the four main intervention service delivery models, the framework as common components that link all delivery models, and then the roof that represents MTSS as a whole.
Diagrams, checklists and flowcharts accompany each step of the MTSS model to organize and summarize the information on each model. Case studies offer practical, in-depth examples of implementation strategies across models within MTSS. Unique sections on data-based decision making and infusing culturally responsive practices into RTI, SWPBS, Social-Emotional RTI, and Suicide Prevention and Intervention offer readers ways to better adapt and refine their implementation of MTSS. Through this text, readers will have a convenient resource that will save them time locating information on interventions, measures of universal screening, and progress monitoring unique to each intervention service delivery model within MTSS.
Tabela de Conteúdo
Chapter 1: An Introduction to MTSS and Intervention Service Delivery Models
Chapter 2: The Four Pillars of the MTSS “House”
Chapter 3: Response to Intervention
Chapter 4: School-wide Positive Behavior Support
Chapter 5: Social-Emotional RTI
Chapter 6: Suicide Prevention and Intervention
Chapter 7: Overcoming Challenges to MTSS Implementation
Chapter 8: Roles and Responsibilities under MTSS
Chapter 9: Implementation of MTSS in Alternative Settings
Appendix A: Response to Intervention
Appendix B: School-Wide Positive Behavior Support Flowchart
Appendix C: Social-Emotional RTI Flowchart
Appendix D: Suicide Prevention and Intervention Flowchart
Appendix E: All Intervention Service Delivery Models
Glossary
Sobre o autor
Growing up as a struggling student with Attention-Deficit Hyperactivity Disorder and a learning disability, Gary Schaffer has dedicated his professional practices and life to helping all learners succeed. Gary received a bachelor’s degree in special education and English and subsequently went on to become a school psychologist and clinical mental health counselor. As a school psychologist, Gary has practiced across school, hospital, and state agency settings where he primarily worked with diverse learners and individuals with developmental disabilities. Currently, Gary is employed full-time at Niagara University where he teaches graduate students in school psychology and counseling. Additionally, Gary provides consultation and assessment services for Erie County Medical Center (ECMC). Outside of working for Niagara University and ECMC, Gary served on the New York State Association of School Psychologists board and has met with both state and national legislators in regards to the Every Student Succeeds Act, Multi-Tiered Systems of Support, and increasing the availability of mental health services for children. Additionally, Gary has authored numerous scholarly articles, books, book chapters, and programs in the areas of MTSS, school psychology leadership, autism, and suicide prevention and intervention, He has presented on and offers consultation in Multi-Tiered Systems of Support and best preventative practices under three-tiered frameworks, such as RTI and SWPBS. He can be reached through his email at [email protected] or followed on Twitter at @GE_Schaffer.
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