TPC _Journal-Vol6_Issue_3-MTSS-Full_Issue

The Professional Counselor /Volume 6, Issue 3 230 relevant and critical research and practical implications to the field. Goodman-Scott et al. (2016) suggested that aligning both frameworks may be a strategy to advocate at local and national levels for the school counseling field and comprehensive school counseling program implementation. Presenting school counseling programs in this manner also can increase stakeholder involvement, access additional resources and increase job stability. Focusing on the overlap between MTSS and comprehensive school counseling programs leads to a data-driven, evidence-based focus on improving school climate, as well as student equity, access, and academic and behavioral success, meeting the needs of students across all three tiers. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References American School Counselor Association. (2012). The ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author. American School Counselor Association. (2014). The professional school counselor and multitiered system of supports. American School Counselor Association Position Statement. Retrieved from https://www. schoolcounselor.org/asca/media/asca/PositionStatements/PS_MultitieredSupportSystem.pdf Baker, B., & Ryan, C. (2014). The PBIS team handbook: Setting expectations and building positive behavior. Minneapolis, MN: Free Spirit Publishing. Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide positive behavioral interventions and supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly , 23 , 462–473. doi:10.1037/a0012883 Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of schoolwide positive behavioral interventions and supports on study outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions , 12 , 133–148. doi:10.1177/1098300709334798 Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2012). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics , 130 , 1136–1145. doi:10.1542/peds.2012-0243 Campbell, C. A., & Dahir, C. A. (1997). Sharing the vision: The national standards for school counseling programs. Alexandria, VA: American School Counselor Association. Cook, C. R., Lyon, A. R., Kubergovic, D., Wright, D. B., & Zhang, Y. (2015). A supportive beliefs intervention to facilitate the implementation of evidence-based practices within a multi-tiered system of supports. School Mental Health , 7 , 49–60. doi:10.1007/s12310-014-9139-3 Cressey, J. M., Whitcomb, S. A., McGilvray-Rivet, S. J., Morrison, R. J., & Shander-Reynolds, K. J. (2014). Han- dling PBIS with care: Scaling up to school-wide implementation. Professional School Counseling , 18 , 90–99. doi:10.5330/prsc.18.1.g1307kql2457q668 Crockett, J. B., & Gillespie, D. N. (2007, Fall). Getting ready for RTI: A principal’s guide to response to interven- tion. ERS Spectrum , 25 (4), 1–9. Curtis, R., Van Horne, J. W., Robertson, P., & Karvonen, M. (2010). Outcomes of a school-wide positive behav- ioral support program. Professional School Counseling , 13 , 159–164. doi:10.5330/PSC.n.2010-13.159 Donohue, M. D. (2014). Implementing school wide positive behavioral supports (SWPBIS): School counselors’ perceptions of student outcomes, school climate, and professional effectiveness. Retrieved from http:// digitalcommons.uconn.edu/cgi/viewcontent.cgi?article=6616&context=dissertations Donohue, P., Goodman-Scott, E., & Betters-Bubon, J. (2016). Using universal screening for early identification