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  • 6 - School-Based Interventions

  • from Part II - Teacher- and System-Level Interventions
  • Edited by Frank C. Worrell, University of California, Berkeley, Tammy L. Hughes, Duquesne University, Pittsburgh, Dante D. Dixson, Michigan State University
  • Book:
    The Cambridge Handbook of Applied School Psychology
    Published online:
    18 September 2020
    Print publication:
    17 September 2020, pp 85-101

  • 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.