IM4 was developed as an evidence and research based tool. The research listings below played a role in the development of the IM4 system, process, and reporting features. New research is always being conducted and will be added as needed.

Evidence supporting each step (Match, Map, Monitor, Meet) in the IM4 platform:

There is strong evidence supporting the matching of students to intervention to enable more precise and effective supports (IM4):

Emerging evidence on the IM4 process as a whole for the US School Population:

  • Miller, F.G., Cook, C. R., & Zhang, Y. (2018). Initial development and evaluation of the student intervention matching (SIM) form. Journal of school psychology, 66, 11-24.
  • Digs, C., Cook, C. R., & Zhang, Y. (under review). Matching Evidence-based interventions to student needs: efficacy of a pre-intervention assessment for students with externalizing problems. Assessment for effective intervention.

Emerging evidence on the IM4 process as a whole for International School Population:

Team initiated problem solving:

  • Todd, A. W., Horner, R. H., Newton, J., S Algozzine, R. F., Algozzine, K. M., & Frank, J. L. (2011). Effects of team-initiated problem solving on decision making by school wide behavior support teams. Journal of applied school psychology, 27 (1), 42-59.
  • Newton, J. S., Horner, R. H., Algozzine, B., Todd. W., & Algozzine, K. (2012). A randomized wait-list controlled analysis of the implementation integrity of team-initiated problem solving processes. Journal of school psychology, 50 (4), 421-441.
  • Algozzine, N. P. K. (2012). A case study of Team-initiated problem solving addressing student behavior in one. Journal of special education leadership, 25 (B1o-I).

Use of progress monitoring students in response social, emotional, and behavioral interventions:

  • Cook, C. R., & Volpe, R. (2013). Progress monitoring behavior using brief, change-sensitive rating scales. In F.M. Gresham and H.M. Walkers Eds. Handbook of Evidence-Based Practices for Students Having Emotional and Behavioral Disorders.
  • Chafouleas, S. M., Riley-Tillman, T.C., & Christ, T. J. (2009). Direct behavior rating an emerging method for assessing social behavior within a tiered intervention system.
  • Christ, T. J., Riley- Tillman, T. C., & Chafouleas, S. M. (2009). Foundation for the development and use of direct behavior rating to assess and evaluate student behavior. Assessment for effective intervention, 34 (4), 575-591.
  • Chafouleas, S. M. (2011). Direct behavior rating: A review of the issues and research in its development. Education and treatment of children, 34 (4), 575-591.

Evidence supporting each of the interventions included in the IM4 platform:

  • Jolivette, K., & Wehby, J.H. (1999). My teacher said I did good work today! Using collaborative behavioral contracting. Teaching exceptional children, 31, 21-18.
  • Kerr, M. M., & Nelson, C. M. (1998). Strategies for managing behavior problems in the classroom. Prentice Hall.
  • Mruzek, D. W., Cohen, C, & Smith, T. (2007). Contingency contracting with students with autism spectrum disorders in a public school setting. Journal of developmental and physical disabilities, 19, 103-114.
  • Cox, D. D. (2005). Evidence-based interventions using home-school collaboration. School psychology quarterly, 20, 473-497.
  • Jurbergs, N., Palcic, J. L., & Kelley, M.L. (2007). School-home notes with and without response cost: increasing attention and academic performance in low-income children with attention deficit/hyperactivity disorder. School psychology quarterly, 22, 358-379.
  • McCain, A. P., & Kelley, M. L. (1993). Managing the classroom behavior of an ADHD preschooler: The efficacy of a school-home note intervention. Child and family behavior therapy, 15, 33-44.
  • Briesch, A. M., & Chafouleas, S. M. (2009). Review and analysis of literature on self-management interventions to promote appropriate classroom behaviors (1988-2008). School Psychology Quarterly, 24, 106-118.
  • Dalton, T., Martella, R. C., 7 Marchand- Martella, N. E. (1999). The effects of a self-management program in reducing off-task behavior. Journal of behavioral education, 9, 157-176.
  • Maggin, D. M., Zurheide, J., Pickett, K. C., & Baillie S. J. (2015). A systematic evidence review of the check-in/check-out program for reducing student challenging behaviors. Journal of positive behavior interventions, 17, 197-208.
  • Filter, K. J., McKenna, M. K., Benedict, E. A., Horner, R. H., Todd, A., & Watson, J (2007). Check in/check out: a post-hoc evaluation of an efficient, secondary-level targeted intervention for reducing problem behaviors in schools. Education and treatment of children. 30, 69-84.
  • The small group skills instructions included in the IM4 matching algorithm all posses solid bodies of evidence as listed in what works clearinghouse, IES website etc.
  • Jaycox, Lisa H., et al. “Cognitive behavioral intervention for trauma in schools.” Journal of Applied School Psychology 28.3 (2012): 239-255.
  • Keehn, Rebecca H. McNally, et al. “The coping cat program for children with anxiety and autism spectrum disorder: a pilot randomized controlled trial.” Journal of autism and developmental disorders 43.1 (2013): 57-67.