Growing up as a struggling student with Attention-Deficit Hyperactivity Disorder and a learning disability, Gary Schaffer has dedicated his professional practices and life to helping all learners succeed. Gary received a bachelor’s degree in special education and English and subsequently went on to become a school psychologist and clinical mental health counselor. As a school psychologist, Gary has practiced across school, hospital, and state agency settings where he primarily worked with diverse learners and individuals with developmental disabilities. Currently, Gary is employed full-time at Niagara University where he teaches graduate students in school psychology and counseling. Additionally, Gary provides consultation and assessment services for Erie County Medical Center (ECMC). Outside of working for Niagara University and ECMC, Gary served on the New York State Association of School Psychologists board and has met with both state and national legislators in regards to the Every Student Succeeds Act, Multi-Tiered Systems of Support, and increasing the availability of mental health services for children.  Additionally, Gary has authored numerous scholarly articles, books, book chapters, and programs in the areas of MTSS, school psychology leadership, autism, and suicide prevention and intervention,  He has presented on and offers consultation in Multi-Tiered Systems of Support and best preventative practices under three-tiered frameworks, such as RTI and SWPBS. He can be reached through his email at geschaffer@gmail.com or followed on Twitter at @GE_Schaffer.

"It is possibly the most comprehensive book about how to implement MTSS in the schools I have seen. It goes beyond the four pillars and builds an entire house," ­– Anna Fritts, Ph.D., Gonzaga University and the Washington Education Association

• Chapter 1: An Introduction to MTSS and Intervention Service Delivery ModelsChapter 2: The Four Pillars of the MTSS “House”Chapter 3: Response to InterventionChapter 4: School-wide Positive Behavior SupportChapter 5: Social-Emotional RTIChapter 6: Suicide Prevention and InterventionChapter 7: Overcoming Challenges to MTSS ImplementationChapter 8: Roles and Responsibilities under MTSSChapter 9: Implementation of MTSS in Alternative SettingsAppendix A: Response to InterventionAppendix B: School-Wide Positive Behavior Support FlowchartAppendix C: Social-Emotional RTI FlowchartAppendix D: Suicide Prevention and Intervention FlowchartAppendix E: All Intervention Service Delivery ModelsGlossary

Growing up as a struggling student with Attention-Deficit Hyperactivity Disorder and a learning disability, Gary Schaffer has dedicated his professional practices and life to helping all learners succeed. Gary received a bachelor’s degree in special education and English and subsequently went on to become a school psychologist and clinical mental health counselor. As a school psychologist, Gary has practiced across school, hospital, and state agency settings where he primarily worked with diverse learners and individuals with developmental disabilities. Currently, Gary is employed full-time at Niagara University where he teaches graduate students in school psychology and counseling. Additionally, Gary provides consultation and assessment services for Erie County Medical Center (ECMC). Outside of working for Niagara University and ECMC, Gary served on the New York State Association of School Psychologists board and has met with both state and national legislators in regards to the Every Student Succeeds Act, Multi-Tiered Systems of Support, and increasing the availability of mental health services for children.  Additionally, Gary has authored numerous scholarly articles, books, book chapters, and programs in the areas of MTSS, school psychology leadership, autism, and suicide prevention and intervention,  He has presented on and offers consultation in Multi-Tiered Systems of Support and best preventative practices under three-tiered frameworks, such as RTI and SWPBS. He can be reached through his email at geschaffer@gmail.com or followed on Twitter at @GE_Schaffer.

"It is possibly the most comprehensive book about how to implement MTSS in the schools I have seen. It goes beyond the four pillars and builds an entire house," ­– Anna Fritts, Ph.D., Gonzaga University and the Washington Education Association

• Chapter 1: An Introduction to MTSS and Intervention Service Delivery ModelsChapter 2: The Four Pillars of the MTSS “House”Chapter 3: Response to InterventionChapter 4: School-wide Positive Behavior SupportChapter 5: Social-Emotional RTIChapter 6: Suicide Prevention and InterventionChapter 7: Overcoming Challenges to MTSS ImplementationChapter 8: Roles and Responsibilities under MTSSChapter 9: Implementation of MTSS in Alternative SettingsAppendix A: Response to InterventionAppendix B: School-Wide Positive Behavior Support FlowchartAppendix C: Social-Emotional RTI FlowchartAppendix D: Suicide Prevention and Intervention FlowchartAppendix E: All Intervention Service Delivery ModelsGlossary