Supporting Middle School Students with Academic and Behavioral Concerns: A Methodological Illustration for Conducting Secondary Interventions within Three-Tiered Models of Support

Abstract

This article provides a methodological illustration of how to conduct scientifically rigorous secondary interventions within the context of three-tiered models of support. Specifically, the authors demonstrate one approach for using schoolwide data to identify middle school students (N = 65) with both academic and behavioral concerns. Then, they describe how to conduct a group design treatment outcome study that compares two interventions (study skills [n = 34] versus study skills plus conflict resolution [n = 31]). Finally, they discuss features of this study that adhere to the core quality indicators recommended by Gersten et al. (2005) and provide recommendations for conducting scientifically rigorous secondary investigations within the context of three-tiered models of support.