Perspectives on the Initial Adoption of Multitiered Systems of Support for Behavior

Autor/inn/en	Lloyd, Blair P.; Carter, Erik W.; Shuster, Brooke C.; Axelroth, Tara L.; Davis, A. Dia; Hine, Melissa C.; Porritt, Marilynn M.; Haynes, Rebecca L.; Fareed, Sunya A.; Slaughter, James C.
Titel	Perspectives on the Initial Adoption of Multitiered Systems of Support for Behavior
Quelle	In: Journal of Positive Behavior Interventions, 25 (2023) 1, S.3-15 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lloyd, Blair P.) ORCID (Carter, Erik W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/10983007211024378
Schlagwörter	Multi Tiered Systems of Support; Positive Behavior Supports; Student Behavior; Barriers; Program Implementation; Behavior Problems; School Personnel; Attitudes; Elementary Secondary Education; Preschool Education; Motivation; Program Effectiveness; Tennessee + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Schulpersonal; Attitude; Einstellung; Verhalten; Pre-school education; Vorschulerziehung; psychologische; Motivation (psychologisch)
Abstract	Although the number of U.S. schools implementing multitiered systems of support for behavior (MTSS-B) continues to grow, most schools have still not adopted these evidence-based frameworks. We examined the views of educators (N = 561) at the outset of adopting MTSS-B in their schools or districts. Our survey addressed the (a) reasons schools and districts decided to adopt MTSS-B, (b) challenges they anticipated with respect to implementation, and (c) expected outcomes of MTSS-B. We also compared views across three groups of stakeholders: local school team members, building administrators, and district representatives. Although most participants reported multiple motivations for adopting MTSS-B, concerns about student behavior and the need for staff support in this area were among the primary reasons. Anticipated challenges varied by group, with district representatives affirming those challenges most strongly. Responses also suggest these stakeholders have high expectations regarding the impact of MTSS-B in their school or district. We discuss implications for technical assistance providers related to supporting a more widespread adoption of MTSS-B. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01