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6 - School-Based Interventions

from Part II - Teacher- and System-Level Interventions

Published online by Cambridge University Press:  18 September 2020

By
Nicholas Gelbar  and
Lea A. Theodore
Edited by
Frank C. Worrell ,
Tammy L. Hughes  and
Dante D. Dixson
Frank C. Worrell
Affiliation:
University of California, Berkeley
Tammy L. Hughes
Affiliation:
Duquesne University, Pittsburgh
Dante D. Dixson
Affiliation:
Michigan State University
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Summary

Dating back to the prerevolutionary era, public schools were designed to provide individualized education to students and serve as a precedent for efforts to differentiate instruction. The percentage of school-age children attending school increased, partly due to legal mandates requiring a free and appropriate public education (FAPE) in the least restrictive setting for all students (Education for All Handicapped Children Act of 1975) and the shift to more inclusive environments for students with disabilities. The increase in the number of students attending school has resulted in a need for providing more comprehensive services to children and adolescents with myriad issues. This article addresses evidence-based behavioral interventions that may be employed in a multitier model. Specific interventions for each tier are presented, and details regarding how to incorporate and use them will be discussed.

Keywords

evidence-based interventions (EBI)multitiered systems of support (MTSS)classroom managementbehavioral interventionschool-based interventions
Type
Chapter
Information
The Cambridge Handbook of Applied School Psychology , pp. 85 - 101
Publisher: Cambridge University Press
Print publication year: 2020

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References

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