Supporting Comprehensive, Integrated, Three-Tiered Models of Prevention in Schools: Administrators' Perspectives

Autor/inn/en	Lane, Kathleen Lynne; Carter, Erik W.; Jenkins, Abbie; Dwiggins, Lauren; Germer, Kathryn
Titel	Supporting Comprehensive, Integrated, Three-Tiered Models of Prevention in Schools: Administrators' Perspectives
Quelle	In: Journal of Positive Behavior Interventions, 17 (2015) 4, S.209-222 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300715578916
Schlagwörter	Prevention; State Surveys; Administrator Attitudes; Program Implementation; Student Behavior; Professional Development; Elementary Schools; Middle Schools; High Schools; Public Schools; Principals; Instruction; Behavior Modification; Reinforcement; Statistical Analysis; Tennessee + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Student behaviour; Schülerverhalten; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Public school; Öffentliche Schule; Principal; Schulleiter; Teaching process; Unterrichtsprozess; Behaviour modification; Verhaltensänderung; Positive Verstärkung; Statistische Analyse
Abstract	We report findings from a statewide survey of 365 site-level administrators developed to (a) learn about the extent to which schools across the state were implementing components of multi-tiered systems of support and (b) determine the areas in which these schools might need professional development or resources to support them. At least half of the administrators indicated a high level of implementation for all Tier 1 features, with the exception of instruction in school-wide behavioral expectations. Tier 2 and Tier 3 behavioral and social supports were reportedly less fully implemented than those focused on academic domains. Most differences between elementary and secondary schools existed in Tier 1 features, with implementation occurring more fully in elementary schools. More than half of the administrators indicated a high level of implementation of the 15 research-based educational practices and supports examined, with a statistically significant relation between administrators' ratings of currently implemented practices and the desire for support for all educational practices and supports except for increasing behavior-specific praise. In terms of potential venues for professional development and learning, in-district, during-school workshops and practices guides were rated most favorably. We discuss avenues for supporting schools with implementation. (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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01