We have two books that assist school counselors align MTSS with their comprehensive school counseling programs.


The School Counselor's Guide to MTSS

This book provides an overview of the what and the why behind the alignment of school counseling programs and MTSS. Written by school counselor educators and school counselors, it provides ample examples of alignment across universal, tier 2/3 evidence based practices, data, and collaboration strategies.

Making MTSS Work

Making MTSS Work provides the how to MTSS. Using examples from school districts across the country, the authors outline best practices in alignment to ensure school counselors work smarter not harder. 

Below are a number of studies highlighting school counselors’ work in MTSS (PBIS and RTI), including research from our workgroup.

American School Counselor Association (2018). The professional school counselor and multi-tiered systems of support. ASCA Position Statements. Alexandria, VA: Author. 

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.

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

Betters-Bubon, J., & Donohue, P. (2016). Professional capacity building for school counselors through school-wide positive behavior interventions and supports implementation. Journal of School Counseling, 14(3). 

Campbell, A., Rodriguez, B. J., Anderson, C., & Barnes, A. (2013). Effects of a tier 2 intervention on classroom disruptive behavior and academic engagement. Journal of Curriculum & Instruction, 7(1), 32-54. doi:10.3776/joci.2013.v7n1p32-54

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.

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.

Donohue, M., Goodman-Scott, E., Betters-Bubon, J. (2016). Using universal screening for early identification of students at risk: A case example from the field. Professional School Counseling, 19(1), 133-143.


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.  doi:10.5330/prsc.17.1.518021r2x6821660

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. doi:10.5330/1096-2409-19.1.57

Goodman-Scott, E., Betters-Bubon, J., & Donohue, P. (Eds.). (2019). The School Counselor’s Guide to Multi-Tiered Systems of Support. New York, NY: Routledge.

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. doi:10.5330/2156-759X-18.1.158

Goodman-Scott, E. & Grothaus, T. (2017a). RAMP and PBIS: “They definitely support one another.” A phenomenological study. Professional School Counseling, 21(1), 119-129. doi:10.5330/1096-2409-21.1.119


Goodman-Scott, E. & Grothaus, T. (2017b). School counselors’ roles in RAMP and PBIS: A phenomenological investigation. Professional School Counseling, 21(1), 130-141. doi:10.5330/1096-2409-21.1.130

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. doi:10.1007/s11256-017-0431-z

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.

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. doi: 10.1177/2156759X20912750

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

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). 

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.

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

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.

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

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. doi:10.15241/ jzd.6.3.220