Response to intervention (RTI) is advocated in elementary school as a system‐wide, multitiered model of academic and behavioral interventions. Middle schools have begun adopting RTI models based on these existing elementary models. This investigation into current middle school RTI practices describes technical aspects as well as some of cultural and contextual issues surrounding implementation. The study included multiple data collection procedures including surveys, discussion groups, phone interviews, and site visits. Although many schools reported substantial progress with implementation, they recognized rigorous implementation of RTI posed such on‐going challenges as changes in staffing, curricular realignments, very limited selections of screening and progress monitoring tools aligned with their curriculum, and scheduling of secondary and tertiary level interventions.

PurposeTraditional views of organizational culture have one thing in common; they define culture from the inside out – who we are, what we do and how we do it. In this article, the authors suggest that a more robust and practical approach to leveraging culture is to identify and shape culture from the outside in.Design/methodology/approachThey define culture as “what we want to be known for by our best customers made real to our employees through systemic processes every day.” With a practical process, the article outlines four straightforward steps to create culture from the outside in. They are: clarify a compelling strategy to identify target customers; create a unity of identity; make that identity real for customers; and make that identity real for employees.FindingsThe paper reiterates that a more robust and impactful approach to leveraging culture is by defining and shaping it from the outside in. When leaders follow the four steps outlined above, they will define the right, customer‐centric culture. In a volatile world of speed and change, customers must be the foundation of organizational culture.Originality/valueThe authors conclude that in a volatile world of speed and change, organizations build winning cultures when their culture efforts begin with customers, then shift to employee behaviors and organizational processes.

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Students with developmental disabilities have been found to exhibit higher rates of problem behavior in the classroom than their typically developing peers. Effectively addressing these students’ behavior concerns requires the identification of interventions that can be implemented in an educational setting. Furthermore, matching intervention strategies to the function of a student's problem behavior may increase its effectiveness. There are data to suggest that students with disabilities exhibit escape‐maintained problem behavior in the classroom twice as frequently as problem behavior maintained by other consequences such as attention or access to tangibles. Thus, the purpose of this systematic review was to identify school‐based intervention strategies that have been used to reduce the disruptive behavior of students with developmental disabilities. In total, 12 articles met search criteria, with escape extinction, curricular modification, and noncontingent escape serving as the most frequently employed intervention strategies. Limitations and future directions are discussed.