The Effect of I-MTSS on Students’ Off-task Behavior and Engagement

• In Event: Analyzing Policies and Supporting Teachers in Selecting and Implementing Proactive Classroom Management Strategies

Abstract

The current research focuses on developing, delivering, and establishing the effectiveness of an integrated MTSS intervention designed to simultaneously provide behavioral and reading support to all students in the regular education classroom (i.e., offering a Tier-1 level of Integrated MTSS support). The intervention targets both reading and behavior domains as they generally co-occur within districts’ typical school-based reading curricula. To assess the effectiveness of this Integrated Tier-1 intervention, we conducted a randomized controlled trial (RCT), with treatment (i.e., Integrated reading [treatment] vs. Reading only [comparison]) randomly assigned at the classroom level. The IMTSS intervention did appear to increase teachers’ use of positive classroom management behaviors, which in turn increased student engagement and decreased students’ off-task behavior.

Authors

• Brandi Simonsen, University of Connecticut

• D. Betsy Mccoach, University of Connecticut

• Michael D. Coyne, University of Connecticut

• Sarah D. Newton, University of Connecticut

• Katie Scarlett Lane Pelton, University of Connecticut

• Tracey LaMothe, The Hill for Literacy

• Kelly L. Kearney, University of Connecticut