TPC _Journal-Vol6_Issue_3-MTSS-Full_Issue

The Professional Counselor /Volume 6, Issue 3 205 Bennett, Ryan, & Sugai, 2010; Sandomierski, Kincaid, & Algozzine, 2007; Sugai & Simonsen, 2012), including articles in this special issue, there is little need to reiterate the details here. However, for those school counselor educators and practitioners who are less conversant with MTSS’s theoretical grounding, research evidence and operational characteristics supporting implementation, these topics are overviewed. MTSS programs by definition are comprehensive and schoolwide in design, accentuating the importance of graduated levels of student support. In other words, the amount of instructional and behavioral support gradually increases as the student’s assessed needs become more serious. Although the most prominent and well-researched MTSS approaches, PBIS and RTI, are considered disparate frameworks to address student deficits (Schulte, 2016), the extent of their overlap in theoretical principles, foci, processes and practices allows for an abbreviated synthesis (R. Freeman, et al., 2015; Sandomierski et al., 2007; Stoiber & Gettinger, 2016). Initially, RTI and PBIS programming and services emerged from special education literature and best practices. Over time these evidence-based approaches extended their reach, and the entire student population is now served. Specifically, PBIS aims to increase students’ prosocial behaviors and decrease their problem behaviors as well as promote positive and safe school climates, benefitting all learners (Bradley et al., 2007; Carter & Van Norman, 2010; Klingner & Edwards, 2006). Although RTI programs also address students’ behavioral issues, they largely focus on improving the academic development and performance of all children and youth through high-quality instruction (Turse & Albrecht, 2015; Warren & Robinson, 2015). RTI staff are particularly concerned with those students who are academically underperforming (Greenwood et al., 2011; Johnsen, Parker, & Farah, 2015; Ockerman et al., 2015; Sprague et al., 2013). Curiously, the potential roles and functions of school counselors within these programs were not delineated until many years after they were first introduced (Warren & Robinson, 2015). Even at this juncture, often cited MTSS publications neglect discussing school counselors’ contributions to full and effective implementation (Carter & Van Norman, 2010). Instead they frequently refer to behavior specialists as key members of the MTSS team (Horner, Sugai, & Anderson, 2010). MTSS Theory and Research PBIS and RTI model authors and scholars consistently implicate a range of conceptual orientations, including behaviorism, organizational behavior management, scientific problem-solving, systems thinking and implementation science (Eber, Weist, & Barrett, n.d.; Forman & Crystal, 2015; Horner et al., 2010; Kozleski & Huber, 2010; Sugai & Simonsen, 2012; Sugai et al., 2000; Turnbull et al., 2002). It appears, however, that behavioral principles and systems theory are most often credited as MTSS cornerstones (Reschly & Cooloong-Chaffin, 2016). Since PBIS and RTI are essentially special education frameworks, it is not surprising that behaviorist constructs and applications (e.g., reinforcement, applied experimental behavior analysis, behavior management and planning, progress monitoring) are regularly cited (Stoiber & Gettinger, 2016). Furthermore, MTSS frameworks are in concept and practice system-wide structures (i.e., student-centered services, processes and procedures that are instituted across a school or district), and as such, holistic terminology consistent with Bronfrenbrenner’s bioecological systems theory and other related systems orientations (e.g., Bertalanffy general systems theory and Henggeler and colleagues’ multi-systemic treatment approach) are commonly cited (see Reschly & Cooloong-Chaffin, 2016, and Shepard et al., 2013, for examples of extensive discussions). MTSS research largely demonstrates the efficacy of PBIS and RTI models. For instance, Horner et al. (2015) conducted an extensive analysis of numerous K–12 PBIS studies, concluding that this systems approach is evidence-based. Other related literature reviews indicated that PBIS frameworks