Implementing Evidence-Based Practices within Multi-tiered Systems of Support to Promote Inclusive Secondary Classroom Settings

Authors

Michael Mahoney Ph.D., California State University, Fresno

Abstract

Research suggests that evidence-based practices (EBPs) implemented in secondary school settings will support the academic achievement of students with specific learning needs (Scruggs, Mastropieri, Berkeley, & Graetz, 2010). In order to effectively promote the use of EBPs in general education classroom settings, secondary schools are currently adopting multi- tiered systems of supports (MTSS) such as Positive Behavioral Interventions and Supports and Response to Intervention models (Fuchs & Fuchs, 2006; Sugai & Horner, 2006). However, secondary teachers’ may have limited knowledge of EBPs and adequate training in the implementation of EBPs in general education classroom settings (Kutash, Duchnowski, & Lynn, 2009; Stormont, Reinke, & Herman, 2011). The purpose of this article is to describe the process of implementing EBPs within secondary MTSS models of inclusion.

Recommended Citation

Mahoney, Michael Ph.D. (2020) "Implementing Evidence-Based Practices within Multi-tiered Systems of Support to Promote Inclusive Secondary Classroom Settings," The Journal of Special Education Apprenticeship: Vol. 9: No. 1, Article 2.
DOI: https://doi.org/10.58729/2167-3454.1095
Available at: https://scholarworks.lib.csusb.edu/josea/vol9/iss1/2