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EDDD 8074 Implementing Effective School-wide Intervention: Welcome & Course Readings

Welcome to your course guide

Please find your required library readings below. If you have problems with the links below, please contact the Library. If you have APA questions about these materials, please contact the Writing Center.

EDDD 8074 Course Readings

After clicking on a citation below, enter your myWalden user name and password at the prompt.

Please Ask a Librarian if you have any questions about the links.

Berry Kuchle, L., Zumeta Edmonds, R., Danielson, L. C., Peterson, A., & Riley‐Tillman, T. C. (2015). The next big idea: A framework for integrated academic and behavioral intensive intervention. Learning Disabilities Research & Practice, 30(4), 150–158. doi:10.1111/ldrp.12084   Article linked in the classroom.

Debnam, K. J., Pas, E. T., & Bradshaw, C. P. (2012). Secondary and tertiary support systems in schools implementing school-wide positive behavioral interventions and supports: A preliminary descriptive analysis. Journal of Positive Behavior Interventions, 14(3), 142–152.

Eagle, J. W., Dowd-Eagle, S. E., Snyder, A., & Holtzman, E. G. (2015). Implementing a Multi-Tiered System of Support (MTSS): Collaboration Between School Psychologists and Administrators to Promote Systems-Level Change. Journal of Educational and Psychological Consultation, 25(2-3), 160-177.

Leko, M. M., Brownell, M. T., Sindelar, P. T., & Kiely, M. T. (2015). Envisioning the Future of Special Education Personnel Preparation in a Standards-Based Era. Exceptional Children, 82(1), 25-43.

Moolenaar, N.M., Daly, A. J., & Sleegers, P. J. (2010). Occupying the principal position: Examining relationships between transformational leadership, social network position, and schools’ innovation climate. Educational Administration Quarterly, 46(5), 623-670.

Muscott, H. S., Szczesiul, S., Berk, B., Staub, K., Hoover, J., & Perry-Chisholm, P. (2008). Creating home school partnerships by engaging families in schoolwide positive behavior supports. Teaching Exceptional Children, 40(6), 6-14.

Nelson, J. R., Oliver, R. M., Hebert, M. A., & Bohaty, J. (2015). Use of Self-Monitoring to Maintain Program Fidelity of Multi-Tiered Interventions. Remedial and Special Education, 36(1), 14-19.

O’Connor, P., & Witter Freeman, E. (2012). District-level considerations in supporting and sustaining RtI implementation. Psychology in the Schools, 49(3), 297-310.

Regan, K. S., Berkeley, S. L., Hughes, M., & Brady, K. K. (2015). Understanding practitioner perceptions of responsiveness to intervention. Learning Disability Quarterly, 0731948715580437.

Whitelock, S. (2010). It’s not your grandmother’s school: Leadership decisions in RtI. Communique, 38(5), 26-27.

Witzel, B., & Clarke, B. (2015). Focus on inclusive education: Benefits of using a multi-tiered system of supports to improve inclusive practice: Bradley Witzel, Editor. Childhood Education, 91(3), 215-219.

Other Readings

Optional or supplemental readings may or may not be available in the library. Find further information about optional readings here.

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