Examining Teaming and Tier 2 and 3 Practices within a PBIS Framework

Autor/inn/en	Nese, Rhonda N. T.; Kittelman, Angus; Strickland-Cohen, M. Kathleen; McIntosh, Kent
Titel	Examining Teaming and Tier 2 and 3 Practices within a PBIS Framework
Quelle	In: Journal of Positive Behavior Interventions, 25 (2023) 1, S.16-27 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nese, Rhonda N. T.) ORCID (McIntosh, Kent) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/10983007211051090
Schlagwörter	Positive Behavior Supports; Evidence Based Practice; Systems Approach; Program Implementation; Teamwork; Intervention; Meetings; Fidelity; School Personnel; Elementary Schools; Charter Schools; Middle Schools; High Schools; Institutional Characteristics + Suchen Sie Ihr Suchwort? Systemischer Ansatz; Meeting; Tagung; Schulpersonal; Elementary school; Grundschule; Volksschule; Charter school; Charter-Schule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule
Abstract	One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully adopt and sustain implementation of multi-tiered systems of behavior support. However, more research is currently needed to better understand the various teaming configurations, structures, and practices commonly used by PBIS teams in typical schools, particularly at advanced tiers. For the current study, members of school and district PBIS teams representing 718 U.S. schools were surveyed to better understand (a) teaming configurations and practices currently being used in schools implementing PBIS and (b) common interventions that PBIS teams report implementing at Tiers 2 and 3. Survey findings are discussed, along with implications of those results for future research and practice in applied settings. [For the corresponding grantee submission, see ED620425.] (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01