Improving multitiered systems of support for students with “internalizing” emotional/behavioral problems
Abstract
A recently defined interconnected systems framework (ISF) provides explicit guidance on steps to align positive behavioral interventions and supports (PBIS) and expanded school mental health (SMH) within the multitiered system of support (MTSS). As PBIS and SMH strategies align, there are opportunities to expand and improve effective programs and services for students at all tiers of the MTSS. A prominent need is to improve programs and services for students presenting “internalizing” disorders such as those related to trauma, depression, and anxiety. In this article, we discuss relevant issues involved in improving multitiered systems/interventions for students presenting internalizing problems and provide guidance for this work in dimensions of cross-system collaboration (with major emphasis on effective teams), implementing evidence-based practices, and data-based decision making/quality improvement. The article concludes with recommendations for practice, research, and policy to improve MTSS for students presenting internalizing problems.
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The tiers represent a continuum of evidence-based practices implemented by various teams.
“The tiers represent a continuum of evidence-based practices implemented by various teams (Cook et al., 2015; Weist et al., 2018).”
From Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1) (2019) · cites this paper as Weist et al., 2018
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- Authors
- Weist, M. D., Eber, L., Horner, R., Splett, J., Putnam, R., Barrett, S., Perales, K., Fairchild, A. J., & Hoover, S.
- Affiliations
- University of South Carolina (US)
- Midwest Positive Behavioral Interventions and Supports (PBIS) Network, Lombard, IL, USA
- University of Oregon (US)
- University of Florida (US)
- May Institute (US)
- Mid-Atlantic PBIS Network, Towson, MD, USA
- University of Maryland, Baltimore (US)
- Corresponding author
- Weist, Mark D.
- Venue
- Journal of Positive Behavior Interventions
- Publisher
- SAGE Publications
- Published
- 2018-02-11
- Volume
- 20
- Issue
- 3
- Pages
- 172-184
- ISSN
- 1098-3007 (ISSN-L)
- 1538-4772
- OpenAlex
- W2789076444
- Cited by
- 141
- References
- 60
- Citations by year
- 2026: 15 · 2025: 14 · 2024: 25 · 2023: 12 · 2022: 24 · 2021: 17 · 2020: 19 · 2019: 12 · 2018: 3
- FWCI
- 25.03
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Positive Behavior Interventions (publishedVersion)
- Funders
- Office of Justice Programs
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Social Sciences › Education › Education Discipline and Inequality
- Keywords
- multi-tiered systems of support, Positive Behavioral Interventions and Supports, internalizing disorders, trauma, depression, anxiety, cross-system collaboration, evidence-based practice, data-driven decision making, quality improvement, school teams
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