Using Data-Based Individualized Adaptations to Enhance Tier 2 Social Skills Instruction

Autor/inn/en	Kelly, Samantha; Nielsen-Pheiffer, Christiana M.; Kern, Lee; Abed, Kalim; Wehby, Joseph H.
Titel	Using Data-Based Individualized Adaptations to Enhance Tier 2 Social Skills Instruction
Quelle	In: TEACHING Exceptional Children, 55 (2023) 3, S.168-175 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kelly, Samantha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/00400599221098195
Schlagwörter	Multi Tiered Systems of Support; Positive Behavior Supports; Student Behavior; Behavior Problems; Response to Intervention; Interpersonal Competence; Skill Development + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Interpersonale Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	One successful approach for proactively reducing problem behavior is the use of a multitiered system of supports (MTSS). MTSS is usually comprised of three tiers, with an increasing intensity of support at each tier to meet student needs. Tier 1 includes preventive strategies staff implement with all students. Typically, Tier 2 behavioral interventions are intended for students with frequent distracting or disruptive behavior problems. Interventions for Tier 2 are typically provided in small-group format and are standardized so they require minimal time and resources on the part of the classroom teacher. However, students who do not respond sufficiently to Tiers 1 and 2 require Tier 3 supports, which are intensive and individualized interventions. Researchers and practitioners have begun to consider whether Tier 2 interventions can be modified to increase their effectiveness. In this article, the authors describe how to adapt social skills instruction (SSI), a common Tier 2 intervention, to increase its effectiveness. (ERIC).
Anmerkungen	SAGE Publications. 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