Exploring Views and Professional Learning Needs of Comprehensive, Integrated, Three-Tiered

Research conducted to date has highlighted barriers to initial adoption of universal behavior screening in schools. However, little is known regarding the experiences of those implementing these procedures and there have been no studies conducted examining the experiences of educators in different s...

Full description

Saved in:
Bibliographic Details
Published in:Education & treatment of children 2022-09, Vol.45 (3), p.245
Main Authors: Briesch, Amy M, Lane, Kathleen Lynne, Common, Eric Alan, Oakes, Wendy Peia, Buckman, Mark Matthew, Chafouleas, Sandra M, Iovino, Emily A
Format: Article
Language:English
Subjects:
Analysis
School districts
Surveys
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Research conducted to date has highlighted barriers to initial adoption of universal behavior screening in schools. However, little is known regarding the experiences of those implementing these procedures and there have been no studies conducted examining the experiences of educators in different stages of implementing various tiered systems of supports. Universal screening is foundational to a successful Comprehensive, Integrated Three-Tiered (Ci3T) model of prevention-an integrated tiered system addressing academics, behavior, and social and emotional well-being. Therefore, the perspectives of Ci3T Leadership Team members at different stages of Ci3T implementation were solicited through an online survey that sought to understand (1) current school-based screening practices and (2) individual beliefs regarding those practices. A total of 165 Ci3T Leadership Team members representing five school districts from three geographic regions across the United States, all of whom were participating in an Institute of Education Sciences Network grant examining integrated tiered systems, reported the screening procedures were generally well-understood and feasible to implement. At the same time, results highlighted continuing professional learning may be beneficial in the areas of: (1) integrating multiple sources of data (e.g., screening data with other data collected as regular school practices) and (2) using those multiple data sources to determine next steps for intervention. We discuss educational implications, limitations, and directions for future inquiry.
ISSN:0748-8491
1934-8924
DOI:10.1007/s43494-022-00080-8