Progress Monitoring in the Elementary Grades

Multi-tiered systems of support with focus on behavioral modification in elementary schools: A systematic review

“…Accordingly, diagnostics around the development of these skills are also important. Continuous monitoring by teachers coupled with feedback to students is a core component of tiered support [ 60 ]. This diagnostic monitoring is proven to be effective and is ensured by tiered support.…”

Multitiered Systems of Support, Adaptive Interventions, and SMART Designs

“…We evaluate the possibility that providing supports in these adjacent areas may improve the outcome of primary interest. Hence, Project BASIC (Clemens, 2018(Clemens, -2023 focuses on adapting a reading intervention to include a behavior treatment for students in second grade who are struggling to read. In the next sections, we describe the intervention options considered as part of Project BASIC and the rationale for their selection.…”

“…However, very little research has considered the rules or protocols necessary to integrate specific interventions with screening and progress-monitoring measures to provide increasingly intensive support options allocated according to student need. Questions about when and for whom a given treatment option might be most effectively assigned, altered, or ended altogether, as well as questions about the best sequence(s) in which to present treatments to different student groups, have gone largely unaddressed (Clemens et al, 2016(Clemens et al, , 2018Deno, 2016;Kauffman et al, 2019;Stoiber & Gettinger, 2016). Accordingly, MTSS has remained more of a "framework" that schoolbased educators are encouraged to apply to their local circumstances rather than a fully operational and replicable intervention grounded in rigorous research (Fuchs & Fuchs, 2017).…”

“…We also discuss how SMART designs can be used to inform the development of MTSS-aligned adaptive interventions. To illustrate these ideas, we introduce an ongoing research project funded by the Institutes of Educational Sciences, Behavior and Academic Supports; Integration and Cohesion (Clemens, 2018(Clemens, -2023, that uses a SMART design to inform the optimal integration of selected behavioral and reading supports for students in second and third grades who are at risk for learning difficulties. We also introduce the two empirical articles that accompany this introduction.…”