Building From the Bottom Up: The Importance of Tier 1 Supports in the Context of Tier 2 Interventions

IF 1.4 3区 心理学 Q3 EDUCATION, SPECIAL
Alyssa M. Van Camp, J. Wehby, Bailey A. Copeland, A. Bruhn
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引用次数: 5

Abstract

School-Wide Positive Behavior Interventions and Supports (SWPBIS) relies on effective implementation of Tier 1 practices to ensure accurate identification of students in need of more intensive supports at Tier 2 or Tier 3. While measures of school-level fidelity are widely used, measures of classroom-level implementation of Tier 1 supports are less common. If classroom levels of Tier 1 supports are variable, schools may identify students for Tier 2 supports when, instead, teachers need support implementing Tier 1 in classrooms. The purpose of this case study was to assess the impact of a self-monitoring intervention, Monitoring Behavior on the Go (MoBeGo), on the academic engagement and disruptive behavior of a middle school student. Initially, the impact of the self-monitoring intervention was inadequate. In the context of evaluating the impact of a Tier 2 intervention, we identified an opportunity to assess whether a class-wide Tier 1 program, Class-Wide Function-Related Intervention Teams (CW-FIT), enhanced the effectiveness of the Tier 2 intervention. Using an A-B-BC-B-BC design, we compared the effectiveness of a Tier 2 intervention alone with a combined Tier 1 + Tier 2 intervention. When the class-wide Tier 1 program was layered on top of the Tier 2 intervention, the student’s academic engagement showed an increase in level and stability.
自下而上的建设:一级支持在二级干预中的重要性
全校范围的积极行为干预和支持(SWPBIS)依赖于一级实践的有效实施,以确保准确识别需要在二级或三级提供更密集支持的学生。虽然学校层面的保真度测量被广泛使用,但教室层面实施一级支持的测量却不太常见。如果第一层支持的课堂水平是可变的,学校可以确定学生进行第二层支持,而教师则需要在课堂上实施第一层支持。本案例研究的目的是评估一种自我监控干预,即监控行为(MoBeGo)对中学生学业投入和破坏性行为的影响。最初,自我监控干预的影响是不足的。在评估第2级干预影响的背景下,我们发现了一个机会来评估全班级的第1级项目,全班级功能相关干预小组(CW-FIT)是否提高了第2级干预的有效性。采用a - b - bc - b - bc设计,我们比较了单独进行Tier 2干预与Tier 1 + Tier 2联合干预的有效性。当整个班级的第一级课程在第二级干预之上分层时,学生的学术参与表现出水平和稳定性的提高。
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来源期刊
CiteScore
4.90
自引率
14.30%
发文量
10
期刊介绍: ...offers sound, research-based principles of positive behavior support for use in school, home and community settings with people with challenges in behavioral adaptation. Regular features include empirical research; discussion, literature reviews, and conceptual papers; programs, practices, and innovations; forum; and media reviews.
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