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Cited by 151Behavioral and Psychological StudiesEducational Assessment and ImprovementSchool Health and Nursing Education

The DOI matches its Crossref record; 39 of the 40 references it cites were found in a registry or an index.

Implementing a multi-tiered system of support (MTSS): collaboration between school psychologists and administrators to promote systems-level change.

Eagle, John W., Dowd-Eagle, Shannon E., Snyder, Andrew, Holtzman, Elizabeth Gibbons·2015·Journal of Educational and Psychological Consultation
DOI 10.1080/10474412.2014.929960
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Abstract

Current educational reform mandates the implementation of school-based models for early identification and intervention, progress monitoring, and data-based assessment of student progress. This article provides an overview of interdisciplinary collaboration for systems-level consultation within a Multi-Tiered System of Support (MTSS) framework. The roles of school psychologists and school-based administrators are presented in relation to the implementation of MTSS practices within an implementation science model. The training and expertise of each discipline are highlighted related to respective aspects of implementation drivers (i.e., competency, organization, leadership). Functions of principals and school psychologists during team-based, problem-solving MTSS practices are described based on a problem-solving framework consistent with school-based consultation. Future directions for graduate training of school psychologists and principals and directions for consultation research are provided.

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Crossref · 10.1080/10474412.2014.929960

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Citations

Cites

Research works printed but not linked: 10

  1. Blase K., 2013, Stages of implementation: Initial implementation
  2. Christenson S. L., 2012, Check & connect: A comprehensive student engagement intervention: Implementing with fidelity.
  3. Fixsen D. L., 2008, Drivers framework
  4. French J. R. P., 1959, Studies in social power, 150
  5. Knotek S. E., 2008, Handbook of research in school consultation: Empirical foundations for the field, 127
  6. McIntosh K., 2010, Communiqué, 39, 30
  7. National Association of School Psychologists, 2010, Standards for graduate preparation of school psychologists
  8. President's Commission on Excellence in Special Education, 2002, A new era: Revitalizing special education for children and their families
  9. Stollar S. A., 2008, Best practices in school psychology V, 875
  10. Sugai G., 2009, Reaching all students: RTI & SWPBS.

Cited by

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Metadata

Authors
Eagle, J. W., Dowd-Eagle, S. E., Snyder, A., & Holtzman, E. G.
Affiliations
Rhode Island College (US)
Corresponding author
Eagle, John W.
Venue
Journal of Educational and Psychological Consultation
Publisher
Informa UK Limited
Published
2014-12-22
Volume
25
Issue
2-3
Pages
160-177
ISSN
  • 1047-4412 (ISSN-L)
  • 1532-768X
DOI
10.1080/10474412.2014.929960
OpenAlex
W2002638752
Cited by
151
References
40
Citations by year
2026: 11 · 2025: 23 · 2024: 15 · 2023: 16 · 2022: 11 · 2021: 23 · 2020: 16 · 2019: 15 · 2018: 10 · 2017: 6 · 2016: 5
FWCI
8.60
Type
journal article
Language
en
Open access
closed
Locations
Journal of Educational and Psychological Consultation (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
  • Social Sciences › Education › Educational Assessment and Improvement
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › School Health and Nursing Education
Keywords
multi-tiered systems of support, school psychologists, school administrators, interdisciplinary collaboration, systems-level change, implementation science, problem-solving framework, school consultation, early detection and intervention, progress monitoring, data-driven decision making, principal leadership

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Data sources

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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.