A Case Example of District-Wide Adoption of the Tier 2 Identification and Intervention Framework

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL

Journal of Applied School Psychology Pub Date : 2019-01-02 DOI:10.1080/15377903.2018.1545148

Sara C. McDaniel, A. Bruhn

引用次数: 5

Abstract

Abstract The multitiered framework for preventing and addressing discipline and school climate, school-wide positive behavioral interventions and supports, is widely adopted across the United States with much of the focus on Tier 1, universal prevention supports. The following case example describes district-wide adoption of a systematic framework for Tier 2 identification and intervention in a rural, low-income Southwestern district. Both process and outcome measures are presented with regard to implementation fidelity, social acceptability, and tier movement as a preliminary evaluation of the framework. Implications for future research and practice as well as limitations are discussed.

查看原文本刊更多论文

地区范围内采用二级识别和干预框架的案例

预防和解决纪律和学校氛围的多层框架，全校范围的积极行为干预和支持，在美国被广泛采用，大部分重点放在第一层，普遍预防支持。下面的案例描述了在一个低收入的西南农村地区，全区采用二级识别和干预的系统框架。过程和结果的措施提出了关于实施的保真度，社会可接受性和层次运动作为框架的初步评估。讨论了对未来研究和实践的启示以及局限性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

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.