Implementing Multitiered Systems of Support in Preschool: Begin With Universal Screening

Q3 Social Sciences

Young Exceptional Children Pub Date : 2020-07-04 DOI:10.1177/1096250620931807

Kristen Missall, Kathleen Artman-Meeker, Carly Roberts, Shannon Ludeman

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引用次数: 3

Abstract

213 Vol. 24, No. 4, December 2021 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250620931807 DOI: 10.1177/1096250620931807 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Successful early childhood inclusion uses multitiered systems of support (MTSS) to support children’s development and learning. MTSS is a multitiered, educational, data-based decisionmaking framework that facilitates collaboration across general and special education to support all learners (Sailor et al., 2018). MTSS implementation requires committed leadership, dedicated time for data collection and analysis, and effective instructional decisions. Furthermore, implementation of MTSS generally requires several years to establish evidence-based tiered instruction, assessment at universal and targeted levels, and necessary system reform (Brown-Chidsey & Bickford, 2016). To support early childhood educators in the implementation of MTSS, the focus of this article is on the initial stages of MTSS implementation. In this article, we describe the first year of one program’s planning and implementing of MTSS for academic and social outcomes, with specific attention to universal screening for all children. This universal assessment activity in MTSS is described as part of “Tier 1,” which must be established before any targeted (Tier 2) or intensive (Tier 3) assessment and instruction supports can be considered and implemented (see Carta, 2019). Accordingly, explicit attention to the 931807 YECXXX10.1177/1096250620931807Young Exceptional ChildrenImplementing MTSS / Missall et al. research-article2020

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在学前教育中实施多层支持系统：从普及筛查开始

213第24卷第4期，2021年12月https://doi.org/10.1177/1096250620931807DOI:10.1177/1096250620931807 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2020幼儿部成功的幼儿包容使用多层支持系统（MTSS）来支持儿童的发展和学习。MTSS是一个多层、教育性、基于数据的决策框架，有助于普通教育和特殊教育之间的合作，以支持所有学习者（Sailor等人，2018）。MTSS的实施需要坚定的领导、专门的数据收集和分析时间以及有效的教学决策。此外，MTSS的实施通常需要几年的时间来建立基于证据的分层教学、普遍和有针对性的评估以及必要的系统改革（Brown Chidsey&Bickford，2016）。为了支持幼儿教育工作者实施MTSS，本文的重点是MTSS实施的初始阶段。在这篇文章中，我们描述了一个项目规划和实施MTSS的第一年，以获得学术和社会成果，并特别关注所有儿童的普遍筛查。MTSS中的这种通用评估活动被描述为“一级”的一部分，在考虑和实施任何有针对性的（二级）或密集的（三级）评估和指导支持之前，必须建立这一活动（见Carta，2019）。因此，明确关注931807 YECXXX10.1177/1096250620931807年轻特殊儿童实施MTSS/Missall等人的研究-文章2020

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来源期刊

Young Exceptional Children Social Sciences-Education

CiteScore

1.50

自引率

0.00%

发文量

期刊介绍： Young Exceptional Children (YEC) is designed for teachers, early care and education personnel, administrators, therapists, family members, and others who work with or on behalf of children, ages birth to eight, who have identified disabilities, developmental delays, are gifted/talented, or are at risk of future developmental delays or school difficulties. One of the goals of the journal is to translate research findings into effective and useful strategies for practitioners and families. Thus, articles should have a sound base in theory or research, yet be reader-friendly and written for a broad audience.