Educators today are being challenged to meet social behavior needs in addition to academic objectives, in an environment where time and resources are already stretched to capacity. Rising dissatisfaction with reactive and punitive approaches to school discipline has resulted in a paradigm shift toward more broad-based, preventive, and ecological approaches to supporting student behavior needs. School-Wide Positive Behavioral Interventions and Supports (SWPBIS; Horner et al., 2009) is one example of a framework for supporting student behavior that incorporates the principles of applied behavior analysis, contextual validity, systems change, inclusive ethics, and stakeholder collaboration to enhance learning and social environments with a preventive, systems-level approach. SWPBIS has emerged as an effective, efficient, and socially valid approach for improving behavior outcomes and social competencies

Based on challenges with the traditional model of school psychology, response to intervention (RTI) has been advanced as a model of special education eligibility decision making and service delivery that may address the drawbacks of the traditional models of assessment and result in improved outcomes for students. In this article, the RTI model is described, and the research base describing its rationale and outcomes is reviewed. Finally, a description of how RTI has been and can continue to be adopted and researched in Canada is provided. RésuméBasé sur les défis avec le modèle traditionnel de Psychologie en Éducation, la réponse à l'intervention (RTI) a été avancée comme un modèle d'éligibilité pour prise de décisions et de livraison de service de l'enseignement spécialisé qui peut adresser les désavantages des modèles d'évaluations traditionnels et qui en résulte dans les issues améliorées pour les étudiants. Dans cet article, le modèle de RTI est décrit, et la recherche qui décrit son raisonnement et les issues est examinée. Enfin, une description de comment RTI a été et peut continuer d'être adopté et évalué est fourni.

No abstract

No abstract