Working within the Context of Three-Tiered Models of Prevention: Using Schoolwide Data to Identify High School Students for Targeted Supports

Autor/inn/en	Lane, Kathleen Lynne; Oakes, Wendy Peia; Menzies, Holly Mariah; Oyer, Juli; Jenkins, Abbie
Titel	Working within the Context of Three-Tiered Models of Prevention: Using Schoolwide Data to Identify High School Students for Targeted Supports
Quelle	In: Journal of Applied School Psychology, 29 (2013) 2, S.203-229 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2013.778773
Schlagwörter	Prevention; Behavior Problems; High School Students; High Schools; School Psychologists; Emotional Disturbances; Behavior Disorders; Formative Evaluation; Summative Evaluation; Administrators; Intervention; Academic Achievement; Student Behavior; Reading Comprehension; Leadership; Learner Engagement + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Gefühlsstörung; Schulleistung; Student behaviour; Schülerverhalten; Leseverstehen; Führung; Führungsposition
Abstract	This article addressed 3 objectives for assisting the research and teaching communities in developing 3-tiered models of prevention at the high school level. The authors first established the benefit of using systematic behavior screening tools within the context of 3-tiered models to identify and support high school students with academic and behavioral challenges. Second, they offered a structure for linking students demonstrating need with secondary (Tier 2) supports. Third, they provided illustrations of systematic approaches to detect high school students for whom primary prevention efforts were inadequate according to academic and behavioral data. The authors conclude by offering considerations for school psychologists assisting school-site teams with implementing, monitoring, and sustaining these procedures as part of regular school practices. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10