Academic and Behavior Supports for At-Risk Students: Tier 2 Interventions

241 Pages·2012·3.032 MB·English

by  Melissa Stormont, Wendy M. Reinke, Keith C. Herman, Erica S. Lembke

Academic and Behavior Supports for At-Risk Students

The Guilford Practical Intervention in the Schools Series
Kenneth W. Merrell, Founding Editor
T. Chris Riley- Tillman, Series Editor
This series presents the most reader- friendly resources available in key areas of evidence-based practice in
school settings. Practitioners will find trustworthy guides on effective behavioral, mental health, and academic
interventions, and assessment and measurement approaches. Covering all aspects of planning, implementing,
and evaluating high- quality services for students, books in the series are carefully crafted for everyday utility.
Features include ready-to-use reproducibles, lay-flat binding to facilitate photocopying, appealing visual ele-
ments, and an oversized format.
Emotional and Behavioral Problems of Young Children: Effective Interventions
in the Preschool and Kindergarten Years
Gretchen A. Gimpel and Melissa L. Holland
Resilient Classrooms: Creating Healthy Environments for Learning
Beth Doll, Steven Zucker, and Katherine Brehm
Helping Schoolchildren with Chronic Health Conditions: A Practical Guide
Daniel L. Clay
Interventions for Reading Problems: Designing and Evaluating Effective Strategies
Edward J. Daly III, Sandra Chafouleas, and Christopher H. Skinner
Safe and Healthy Schools: Practical Prevention Strategies
Jeffrey R. Sprague and Hill M. Walker
School-Based Crisis Intervention: Preparing All Personnel to Assist
Melissa Allen Heath and Dawn Sheen
Assessing Culturally and Linguistically Diverse Students: A Practical Guide
Robert L. Rhodes, Salvador Hector Ochoa, and Samuel O. Ortiz
Mental Health Medications for Children: A Primer
Ronald T. Brown, Laura Arnstein Carpenter, and Emily Simerly
Clinical Interviews for Children and Adolescents: Assessment to Intervention
Stephanie H. McConaughy
The ABCs of CBM: A Practical Guide to Curriculum-Based Measurement
Michelle K. Hosp, John L. Hosp, and Kenneth W. Howell
Fostering Independent Learning: Practical Strategies to Promote Student Success
Virginia Smith Harvey and Louise A. Chickie-Wolfe
Helping Students Overcome Substance Abuse:
Effective Practices for Prevention and Intervention
Jason J. Burrow- Sanchez and Leanne S. Hawken
School-Based Behavioral Assessment: Informing Intervention and Instruction
Sandra Chafouleas, T. Chris Riley- Tillman, and George Sugai
Collaborating with Parents for Early School Success: The Achieving– Behaving– Caring Program
Stephanie H. McConaughy, Pam Kay, Julie A. Welkowitz, Kim Hewitt, and Martha D. Fitzgerald
Helping Students Overcome Depression and Anxiety, Second Edition: A Practical Guide
Kenneth W. Merrell
Inclusive Assessment and Accountability:
A Guide to Accommodations for Students with Diverse Needs
Sara E. Bolt and Andrew T. Roach
Bullying Prevention and Intervention: Realistic Strategies for Schools
Susan M. Swearer, Dorothy L. Espelage, and Scott A. Napolitano
Conducting School-Based Functional Behavioral Assessments, Second Edition:
A Practitioner’s Guide
Mark W. Steege and T. Steuart Watson
Evaluating Educational Interventions:
Single-Case Design for Measuring Response to Intervention
T. Chris Riley- Tillman and Matthew K. Burns
Collaborative Home/School Interventions: Evidence-Based Solutions
for Emotional, Behavioral, and Academic Problems
Gretchen Gimpel Peacock and Brent R. Collett
Social and Emotional Learning in the Classroom:
Promoting Mental Health and Academic Success
Kenneth W. Merrell and Barbara A. Gueldner
Executive Skills in Children and Adolescents, Second Edition:
A Practical Guide to Assessment and Intervention
Peg Dawson and Richard Guare
Responding to Problem Behavior in Schools, Second Edition: The Behavior Education Program
Deanne A. Crone, Leanne S. Hawken, and Robert H. Horner
High- Functioning Autism/Asperger Syndrome in Schools: Asessment and Intervention
Frank J. Sansosti, Kelly A. Powell-Smith, and Richard J. Cowan
School Discipline and Self- Discipline:
A Practical Guide to Promoting Prosocial Student Behavior
George G. Bear
Response to Intervention, Second Edition: Principles and Strategies for Effective Practice
Rachel Brown- Chidsey and Mark W. Steege
Child and Adolescent Suicidal Behavior:
School-Based Prevention, Assessment, and Intervention
David N. Miller
Cognitive Therapy for Adolescents in School Settings
Torrey A. Creed, Jarrod Reisweber, and Aaron T. Beck
Motivational Interviewing for Effective Classroom Management: The Classroom Check-Up
Wendy M. Reinke, Keith C. Herman, and Randy Sprick
Positive Behavior Support in Secondary Schools: A Practical Guide
Ellie L. Young, Paul Caldarella, Michael J. Richardson, and K. Richard Young
Academic and Behavior Supports for At-Risk Students: Tier 2 Interventions
Melissa Stormont, Wendy M. Reinke, Keith C. Herman, and Erica S. Lembke
RTI Applications, Volume 1: Academic and Behavioral Interventions
Matthew K. Burns, T. Chris Riley- Tillman, and Amanda M. VanDerHeyden
Coaching Students with Executive Skills Deficits
Peg Dawson and Richard Guare
Enhancing Instructional Problem Solving:
An Efficient System for Assisting Struggling Learners
John C. Begeny, Ann C. Schulte, and Kent Johnson
Academic and Behavior
Supports for At-Risk Students
Tier 2 Interventions
MEliSSa SToRMonT
WEndy M. REinKE
KEiTh C. hERMan
ERiCa S. lEMbKE
ThE GUilFoRd PRESS
new york london
© 2012 The Guilford Press
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Except as indicated, no part of this book may be reproduced, translated, stored in a retrieval
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Library of Congress Cataloging-in- Publication Data
Academic and behavior supports for at-risk students : tier 2 interventions / Melissa Stormont ...
[et al.].
p. cm. — (The Guilford practical intervention in the schools series)
Includes bibliographical references and index.
ISBN 978-1-4625-0304-9 (pbk.)
1. Problem children—Education. 2. Learning disabled children—Education. 3. Problem
children—Behavior modification. 4. Learning disabled children—Behavior modification.
5. Remedial teaching. I. Stormont, Melissa.
LC4801.A32 2012
371.93—dc23
2011043574
In memory of Dr. Ken Merrell,
a cherished mentor, colleague, and friend
who inspired a generation of school psychologists and special educators.
His spirit will live on in this influential book series.

About the Authors
Melissa Stormont, PhD, is Associate Professor in the Department of Special Education at
the University of Missouri. Dr. Stormont has published extensive research related to the
educational and social needs of young children who are vulnerable for failure in school,
including children with behavior problems, children with attention- deficit/hyperactivity
disorder, and children who are homeless. She spent 3 years as a preschool teacher and
has conducted extensive field research in Head Start and early childhood settings. She has
focused the majority of her research efforts on factors contributing to early behavior prob-
lems in young children. Dr. Stormont has published more than 60 articles, books, and book
chapters related to the needs of children at risk for failure.
Wendy M. Reinke, PhD, is Assistant Professor in the Department of Educational, School
and Counseling Psychology at the University of Missouri. Dr. Reinke is the Founder and
Co- Director of the Missouri Prevention Center and Co-Investigator for the Johns Hopkins
Center for Prevention and Early Intervention. She has published extensively on supporting
teachers with classroom management and on prevention and early intervention of disruptive
behavior problems in children; is coauthor of the books Coaching Classroom Management
and Motivational Interviewing for Effective Classroom Management; and has trained hun-
dreds of school-based coaches around the country to deliver her teacher consultation model.
Dr. Reinke is on the editorial boards of the Journal of School Psychology, School Psychol-
ogy Quarterly, and the Journal of Applied School Psychology. Dr. Reinke currently is the
Principal Investigator on two federally funded grants totaling over $3.6 million, including a
large-scale group randomized efficacy trial funded by the Institute of Education Sciences.
Keith C. Herman, PhD, is Associate Professor in the Department of Educational, School
and Counseling Psychology at the University of Missouri and Co- Director of the Missouri
Prevention Center. In addition to his training in counseling psychology, Dr. Herman com-
pleted respecialization training in school psychology at the University of Oregon. He pres-
ents nationally and has published over 60 peer- reviewed articles and book chapters. Much
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