Behavior Intervention for Students with Externalizing Behavior Problems: Primary-Level Standard Protocol (Report‪)‬

Many U.S. schools are using multitiered or response to intervention (RTI) instructional models to improve the academic outcomes of their students. A recent national survey conducted by the American Association of School Administrators (2009) reveals that school use of such models continues to rise. In April 2009, 71% of schools indicated they were either piloting, in the process of district wide implementation, or had multitiered or RTI instructional models in district use, as compared to 44% in 2007. Schools are increasingly using these RTI models across all grade levels. Similarly, schoolwide positive behavior intervention and support (SWPBIS) programs also use a continuum of behavior interventions that are consistent with the core principles of RTI. SWPBIS offers a continuum of interventions that are systematically applied to students, based on their demonstrated level of need, and addresses the role of the environment as it applies to the prevention and improvement of behavior difficulties. The continuum of interventions typically includes primary (provided to all students), secondary (supplemental intervention provided to students at some risk of experiencing behavior difficulties: Primary + Secondary), and tertiary (specialized and intensive intervention provided to students at high risk of or experiencing behavior difficulties: Primary + Tertiary). In this context, it is of interest to validate interventions and supports that can be used in SWPBIS models at the primary, secondary, and tertiary levels.