Reengineering Tier 2 Interventions for Responsive Decision Making: An Adaptive Intervention Process

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL

Journal of Applied School Psychology Pub Date : 2020-01-29 DOI:10.1080/15377903.2020.1714855

Caitlyn E. Majeika, A. Bruhn, Brittany I. Sterrett, Sara C. McDaniel

引用次数: 19

Abstract

Abstract Tier 2 social behavioral interventions are designed to support up to 15% of the school population; as such, they must be efficient and effective. The purpose of this article is to propose an adaptive, responsive approach to the implementation of social behavioral Tier 2 interventions, considering both core components and malleable features to increase the likelihood of improved student outcomes. We describe horizontal adaptations, which are based on student characteristics and contextual factors, as well as vertical adaptations, which are based on data indicating a student’s response (or nonresponse) to intervention. These adaptations are discussed within the context of previous research on three commonly implemented Tier 2 interventions: check- in/check-out, self-management strategies, and social skills training.

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响应性决策的再造第2层干预:一个适应性干预过程

摘要二级社会行为干预旨在支持多达15%的学校人口；因此，它们必须是高效和有效的。本文的目的是提出一种适应性、响应性的方法来实施社会行为二级干预，同时考虑核心组成部分和可塑性特征，以增加学生成绩改善的可能性。我们描述了基于学生特征和情境因素的水平适应，以及基于表明学生对干预的反应（或无反应）的数据的垂直适应。这些适应是在之前对三种常用的二级干预措施的研究中讨论的：入住/退房、自我管理策略和社交技能培训。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Applied School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.40

自引率

10.00%

发文量

期刊介绍： With a new publisher (Taylor & Francis) and a new editor (David L. Wodrich), the Journal of Applied School Psychology will continue to publish articles and periodic thematic issues in 2009. Each submission should rest on either solid theoretical or empirical support and provide information that can be used in applied school settings, related educational systems, or community locations in which practitioners work. Manuscripts appropriate for publication in the journal will reflect psychological applications that pertain to individual students, groups of students, teachers, parents, and administrators. The journal also seeks, over time, novel and creative ways in which to disseminate information about practically sound and empirically supported school psychology practice.