Social Thinking strategies and lessons provide a foundation for teaching Positive Behavioral Interventions and Supports (PBIS) and Response to Intervention (RTI) by addressing social self-awareness, self-regulation and perspective taking.
Most schools using PBIS and RTI to promote a climate of compassion and respect have adopted lessons within the Social Thinking Methodology for all students, both in general education and special education classrooms.
Here are a few research-based organizations as it relates to PBIS & RTI. We continue to learn, modify, expand, and generate new articles as it pertains to PBIS & RTI. The list below is not meant to be exhaustive by any means, but rather a resource for you!
Positive Behavioral Interventions and Supports
Funded by the U.S. Department of Education's Office of Special Education Programs (OSEP) and the Office of Elementary and Secondary Education (OESE), the Technical Assistance Center on PBIS supports schools, districts, and states to build systems capacity for implementing a multi-tiered approach to social, emotional and behavior support. The broad purpose of PBIS is to improve the effectiveness, efficiency and equity of schools and other agencies. PBIS improves social, emotional and academic outcomes for all students, including students with disabilities and students from underrepresented groups.
RTI Action Network
Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data.