Collaborative MTSS publications from SC4MTSS (by year)

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Goodman-Scott, E., Donohue, P., & Betters-Bubon, J. (2023). A Phenomenological Investigation of Universal Mental Health Screening: Making Meaning for School Counseling. Professional School Counseling, 27(1), 1-12.

 

Goodman-Scott, E., Edirmanasinghe, N., Moe, J., & Boulden, R. (2022) Assessing the influence of MTSS training on school counselors' perceptions of school counseling activities: Results of a national study. Professional School Counseling.

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Tillery, C. A., Crane, E., & Goodman-Scott, E. (2022). Tiered supports for the Class of 2021 in unprecedented times: A high school counseling department's journey. Professional School Counseling., 26 (1b), 1-10.

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Goodman-Scott, E., & Ziomek-Daigle, J. (2022). School counselors’ leadership experiences in Multi-tiered Systems of Support: A phenomenological investigation. Educational Practice & Theory, 44(1), 75-94. https://doi.org/10.7459/ept/44.1.06

 

Edirmanasinghe, N., Goodman-Scott, E., Smith-Durkin, S., & Tarver, S. Z. (2022). Supporting All Students: Multitiered Systems of Support from an Antiracist and Critical Race Theory Lens. Professional School Counseling, 26(1), 1-12.

 

Betters-Bubon, J., Pianta, R., Sweeney, D., & Goodman-Scott, E. (2022). Antiracism Starts With Us: School Counselor Critical Reflection Within an Multitiered Systems of Support Framework. Professional School Counseling, 26(1), 1-14.

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Edirmanasinghe, N. A., Attia, M., Brant-Rajahn, S., & Staton, A. R. (2022). Working with Immigrant Children in Schools: Applying a Multi-Tiered Approach. Journal of Child and Adolescent Counseling, 1-13.

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Goodman‐Scott, E., & Ziomek‐Daigle, J. (2022). School counselors’ leadership experiences in multi‐tiered systems of support: Prioritizing relationships and shaping school climate. Journal of Counseling & Development, 100(3), 266-277.

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Goodman-Scott, E., McMahon, G., Kalkbrenner, M. T., Smith-Durkin, S., Patel, S., Czack, A., & Weeks, N. (2021). An Ex Post Facto Study Examining Implementation of Positive Behavioral Interventions and Supports Across School and Community Variables From an Inclusive Innovation Perspective. Journal of Positive Behavior Interventions, 1-11.

 

Kalkbrenner, M. & Goodman-Scott, E. (2021). Peer-to-peer mental health support: Validating scores on the mental distress response scale with high school students. Professional School Counseling, 25(1), 1-9. 

 

Kalkbrenner, M., Goodman-Scott, E., & Neukrug, E. (2020). Validation of high school students’ scores on the Revised Fit, Stigma, and Value Scale: Implications for school counseling screening. Professional School Counseling, 23(1), 1-10. 

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Goodman-Scott, E., Hays, D. G., & Cholewa, B. (2018). “It takes a village:” A case study of Positive Behavioral Interventions and Supports implementation in an exemplary middle school. The Urban Review, 50(1), 97-122. 

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Goodman-Scott, E. & Grothaus, T. (2017a). RAMP and PBIS: “They definitely support one another.” A phenomenological study. Professional School Counseling, 21(1), 119-129. 

 

Goodman-Scott, E. & Grothaus, T. (2017b). School counselors’ roles in RAMP and PBIS: A phenomenological investigation. Professional School Counseling, 21(1), 130-141. ​

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Olsen, J., Parikh-Foxx, S., Flowers, C., & Algozzine, B. (2017). An examination of factors that relate to school counselors’ knowledge and skills in multi-tiered systems of support. Professional School Counseling, 20(1), 159-171.

 

Betters-Bubon, J., Brunner, T., & Kansteiner, A. (2016). Success for all? The role of the school counselor in creating and sustaining culturally responsive PBIS programs. The Professional Counselor, 6(3), 263-277. 

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Ziomek-Daigle, J., Goodman-Scott, E., Cavin, J., & Donohue, P. (2016). Integrating Multi-tiered Systems of Support into Comprehensive School Counseling Programs. The Professional Counselor, 6(3), 220-232. 

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Betters-Bubon, J. & Donohue, P. (2016). Professional Capacity Building for School Counselors through School-wide Positive Behavior Interventions and Supports (SWPBIS) Implementation. Journal of School Counseling, 14(3). Retrieved from http://www.jsc.montana.edu/articles/v14n3.pdf

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Donohue, M., Goodman-Scott, E., & Betters-Bubon, J. (2015). Using Universal Screening for Early Identification of Students at Risk. Professional School Counseling, 19(1), 133-143.   DOI: dx.doi.org/10.5330/1096-2409-19.1.133   

 

Goodman-Scott, E., Betters-Bubon, J., & Donohue, P. (2015). Aligning Comprehensive School Counseling Programs and Positive Behavioral interventions and Supports to maximize school counselors’ efforts. Professional School Counseling, 19(1), 57-67.  

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Goodman-Scott, E. (2014). Maximizing school counselors’ efforts by implementing school-wide positive behavioral interventions and supports: A case study from the field. Professional School Counseling, 17, 111-119. 

                         

Goodman-Scott, E., Doyle, B., & Brott, P. (2014). An action research project to determine the utility of bully prevention in Positive Behavior Support for elementary school bullying prevention. Professional School Counseling, 17(1), 120-129. ​

Other Seminal Works on MTSS/PBIS

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American School Counselor Association (2021). The professional school counselor and multi-tiered systems of support. ASCA Position Statements. Alexandria, VA: Author. 

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Belser, C. T., Shillingford, M. A., & Joe, J. R. (2016). The ASCA model and a multi-tiered system of supports: A framework to support students of color with problem behavior. The Professional Counselor, 6(3), 251-262.

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Cressey, J. M., Whitcomb, S. A., McGilvray-Rivet, S. J., Morrison, R. J., & Shander-Reynolds, K. J. (2014). Handling PBIS with care: Scaling up to school-wide implementation. Professional School Counseling, 18(1), 90-99.

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Curtis, R., Van Horne, J. W., Robertson, P., & Karvonen, M. (2010). Outcomes of a school-wide positive behavioral support program. Professional School Counseling, 13(3), 159-164.

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Harrington, K., Griffith, C., Gray, K., & Greenspan, S. (2016). A grant project to initiate school counselors' development of a multi-tiered system of supports based on social-emotional data. The Professional Counselor, 6(3), 278-294.

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Mayes, R. D., & Byrd, J. A. (2022). An antiracist framework for evidence-informed school counseling practice. Professional School Counseling, 26(1a), 2156759X221086740.

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Martens, K., & Andreen, K. (2013). School counselors’ involvement with a school-wide positive behavior support intervention: Addressing tudent behavior issues in a proactive and positive manner. Professional School Counseling, 16, 313-322.

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Ockerman, M. S., Mason, E. M., & Hollenbeck, A. F. (2012). Integrating RTI with school counseling programs: Being a proactive professional school counselor. Journal of School Counseling, 10(15). 

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Ryan, T. & Kaffenberger, C. (2011). Response to intervention: An opportunity for school counselor leadership. Professional School Counseling, 14(3), 211-221. 

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Sherrod, M., Getch, Y. Q., & Ziomek-Daigle, J. (2009). The impact of positive behavior support to decrease discipline referrals with elementary students. Professional School Counseling, 12(6), 421-427.

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Sink, C. A. (2016). Incorporating a multi-tiered system of supports into school counselor preparation. The Professional Counselor, 6(3), 203-219.