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

The DOI matches its Crossref record; 60 of the 60 references it cites were found in a registry or an index.

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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Crossref · 10.1177/1098300717753832

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Citations

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Show all 60 references

Research works printed but not linked: 17

  1. Barrett S., Eber L., Weist M. D. (2013). Advancing education effectiveness: An interconnected systems framework for Positive Behavioral Interventions and Supports (PBIS) and school mental health. Center for Positive Behavioral Interventions and Supports (funded by the Office of Special Education Programs, U.S. Department of Education). Eugene: University of Oregon Press.
  2. Chorpita B. F., Weisz J. R. (2009). MATCH-ADTC: Modular approach to therapy for children with anxiety, depression, trauma, or conduct problems. Satellite Beach, FL: PracticeWise.
  3. Crone D. A., Hawken L. S., Horner R. H. (2010). Responding to problem behavior in schools, second edition: The Behavior Education Program. New York, NY: Guilford Press.
  4. Eber L., Weist M. D., Barrett S. (2013). An introduction to the Interconnected Systems Framework. In Barrett S., Eber L., Weist M. (Eds.), Advancing education effectiveness: An interconnected systems framework for Positive Behavioral Interventions and Supports (PBIS) and school mental health (pp. 3–17). Center for Positive Behavioral Interventions and Supports (funded by the Office of Special Education Programs, U.S. Department of Education). Eugene: University of Oregon Press.
  5. Evans S. W., Simonsen B., Dolan G. (2013). School level practices. In Barrett S., Eber L., Weist M. (Eds.), Advancing education effectiveness: An interconnected systems framework for Positive Behavioral Interventions and Supports (PBIS) and school mental health (pp. 46–57). Center for Positive Behavioral Interventions and Supports (funded by the Office of Special Education Programs, U.S. Department of Education). Eugene: University of Oregon Press.
  6. Kendall P. C. (1990). Coping cat workbook. Ardmore, PA: Workbook Publishing.
  7. Kern L., George M. P., Weist M. D. (2016). Supporting students with emotional and behavioral problems: Prevention and intervention strategies. Baltimore, MD: Paul Brookes Publishing.
  8. Lewinsohn P. M. (1974). A behavioral approach to depression. In Friedman R. J., Katz M. M. (Eds.), Psychology of depression: Contemporary theory and research (pp. 157-185). Oxford, UK: John Wiley.
  9. Newton J. S., Todd A. W., Algozzine K. M., Horner R., Algozzine B. (2009). Team-initiated problem solving training manual. Eugene: Educational and Community Supports, University of Oregon.
  10. Patterson G. R., Reid J. B., Dishion T. J. (1992). Antisocial boys. Eugene, OR: Castalia.
  11. Perou R., Bitsko R. H., Blumberg S. J., Pastor P., Ghandour R. M., Gfroerer J. C., . . . Parks S. E. (2013). Mental health surveillance among children—United States, 2005-2011. MMWR Surveillance Summary, 62, 21–35.
  12. Sander M., Lane K., Vinciquerra M., Davis J., Perales K., Horner R. (2013). The district/community role in advancing the Interconnected Systems Framework. In Barrett S., Eber L., Weist M. (Eds.), Advancing education effectiveness: An interconnected systems framework for Positive Behavioral Interventions and Supports (PBIS) and school mental health (pp. 73–82). Center for Positive Behavioral Interventions and Supports (funded by the Office of Special Education Programs, U.S. Department of Education). Eugene: University of Oregon Press.
  13. Splett J. W., Schmidt S. C., Iachini A. L., Page H. E., Massey C. (2014). Common elements approach to treat mood disorders in youth: Case examples from school settings. Report on Emotional & Behavioral Disorders in Youth, 14, 9–15.
  14. Sugai G., Stephan S. (2013). Considerations for a school mental health implementation framework. In Barrett S., Eber L., Weist M. (Eds.), Advancing education effectiveness: An interconnected systems framework for Positive Behavioral Interventions and Supports (PBIS) and school mental health (pp. 18–33). Center for Positive Behavioral Interventions and Supports (funded by the Office of Special Education Programs, U.S. Department of Education). Eugene: University of Oregon Press.
  15. Walker H. M., Ramsey E., Gresham F. M. (2004). Antisocial behavior in school: Strategies and best practices, 2nd Edition. Belmont, CA: Wadsworth.
  16. Weist M. D., Garbacz A., Lane K. E., Kincaid D. (2017). Aligning and integrating family engagement in Positive Behavioral Interventions and Supports (PBIS): Concepts and strategies for families and schools in key contexts. Oregon: University of Oregon Press.
  17. Weisz J. R., Kazdin A. E. (2017). Evidence-based psychotherapies for children and adolescents, 3rd edition. New York, NY: Guilford Press.

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Metadata

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
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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