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*Modules 7-9 span a duration of 4-6 weeks.


Integrating Mental Health in Multi-Tiered Systems of Support and Service Provision for Students with Disabilities

Learning Objectives:

  • Identify key components of Integrated Multi-Tiered Systems of Support (I-MTSS) to support students social, emotional, behavioral (SEB) wellbeing and mental health.
  • Describe the contribution(s) of universal mental health screening to I-MTSS.
  • Identify 3–5 key strategies to support school staff implementation of school mental health services. 
  • Describe one explanation for how seemingly “small” social-psychological interventions can have long-term impacts on student outcomes.
  • Identify and describe one evidence-based mental health intervention to support academic and/or SEB outcomes.
  • Acknowledge and understand how intersecting, marginalized identities can meaningfully impact students’ academic and SEB outcomes and mental health. 


Additional Topics in Intensive Intervention for Children with CLBDs

Learning Objectives:

  • Understand the methods used to determine whether English Learners are under- or over over-represented in special education categories.
  • Identify instructional design and delivery strategies or an intervention found beneficial for supporting academic or behavioral outcomes of English learners. 
  • Identify 2-3 student-level factors associated with students’ differential response to instruction. Hypothesize what the mechanism of these moderation effect might be.
  • Understand the implications of (or one interpretation for) finding non-significant moderator effects on treatments in relation to student-level characteristics (e.g., preintervention levels of academic skill or cognitive or social-emotional characteristics, sex or other demographic characteristics).
  • Provide 1-2 examples of intensive interventions meant to address CLBDs and describe their proposed mechanism(s) of effect.
  • Identify two different research strategies or approaches that have been used to study the effects of single or combined interventions on outcomes for students with CLBDs.
  • Understand that addressing CLBDs can involve academic, behavioral, cognitive, social-emotional, and pharmacological interventions or their combinations. 


Case Study of Comorbid Learning and Behavior Difficulty

Learning Objectives and Guiding Questions:

  • How can the taxonomy of intensive intervention be applied in a case study with a comorbid learning and behavior difficulty (CLBD)?  Apply the dimensions of the taxonomy of intensive intervention.

  • How do you create public-facing products that describe the taxonomy of intensive intervention related to CLBD? Generate a brief and webinar.


Group Work on Collaborative Writing Projects


For the entirety of the semester, Scholars and Faculty work in cross-institutional groups on a literature review or a research to practice guide. There are no additional resources available for this module.

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