Cited by 141Behavioral and Psychological StudiesSchool Health and Nursing EducationEducation Discipline and Inequality

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Improving Multitiered Systems of Support for Students With “Internalizing” Emotional/Behavioral Problems

Weist, Mark D., Eber, Lucille, Horner, Robert, Splett, Joni, Putnam, Robert, Barrett, Susan, Perales, Kelly, Fairchild, Amanda J., Hoover, Sharon·2018·Journal of Positive Behavior Interventions

DOI 10.1177/1098300717753832

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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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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.
ORCID: Weist, Mark D.
Horner, Robert
Splett, Joni
Putnam, Robert
Fairchild, Amanda J.
Hoover, Sharon
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
DOI: 10.1177/1098300717753832
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
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
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 › Medicine › Public Health, Environmental and Occupational Health › 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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Improving Multitiered Systems of Support for Students With “Internalizing” Emotional/Behavioral Problems

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