TY - JOUR
T1 - A Randomized Controlled Trial of MTSS-B in High Schools
T2 - Improving Classroom Management to Prevent EBDs
AU - Bradshaw, Catherine P.
AU - Pas, Elise T.
AU - Debnam, Katrina J.
AU - Johnson, Sarah Lindstrom
N1 - Funding Information:
The authors would like to thank Susan Barrett, Patricia Hershfeldt, Jerry Bloom, Andrea Alexander, Philip Leaf, and the Maryland State Department of Education for their support of this project. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research reported here was supported by the Institute of Education Sciences at the U.S. Department of Education, through Grant R305H150027 (Principal Investigator: C.P.B.) to the University of Virginia, along with funding from the William T. Grant Foundation and National Institute of Justice (2014-CK-BX-0005). The opinions expressed are those of the authors and do not represent the views of the U.S. Department of Education, the Institute, or the Foundation.
Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research reported here was supported by the Institute of Education Sciences at the U.S. Department of Education, through Grant R305H150027 (Principal Investigator: C.P.B.) to the University of Virginia, along with funding from the William T. Grant Foundation and National Institute of Justice (2014-CK-BX-0005). The opinions expressed are those of the authors and do not represent the views of the U.S. Department of Education, the Institute, or the Foundation.
Publisher Copyright:
© Hammill Institute on Disabilities 2020.
PY - 2021/1
Y1 - 2021/1
N2 - This study presents findings from a 58 high-school group-randomized controlled trial testing the effectiveness of training in a multitiered system of supports for behavior (MTSS-B) framework, which was leveraged to reduce students’ risk for emotional and behavior disorders. The trial tested the impact of MTSS-B, which included (a) training in the broader MTSS-B framework that went beyond the existing Tier 1 (school-wide PBIS) training offered by the state; (b) project-provided coaching and technical assistance supports; and (c) integration and training in evidence-based behavioral or social-emotional programs at Tiers 2 and/or 3. We reported effects of MTSS-B on implementation of positive behavior supports across all three tiers using the Schoolwide Evaluation Tool (SET) and Individual Student Systems Evaluation Tool (ISSET), as well as on external observations of teachers’ use of classroom management strategies. Results indicated significant effects on multiple SET subscales and significant reductions in teachers’ use of reactive behavior management.
AB - This study presents findings from a 58 high-school group-randomized controlled trial testing the effectiveness of training in a multitiered system of supports for behavior (MTSS-B) framework, which was leveraged to reduce students’ risk for emotional and behavior disorders. The trial tested the impact of MTSS-B, which included (a) training in the broader MTSS-B framework that went beyond the existing Tier 1 (school-wide PBIS) training offered by the state; (b) project-provided coaching and technical assistance supports; and (c) integration and training in evidence-based behavioral or social-emotional programs at Tiers 2 and/or 3. We reported effects of MTSS-B on implementation of positive behavior supports across all three tiers using the Schoolwide Evaluation Tool (SET) and Individual Student Systems Evaluation Tool (ISSET), as well as on external observations of teachers’ use of classroom management strategies. Results indicated significant effects on multiple SET subscales and significant reductions in teachers’ use of reactive behavior management.
KW - behavior
KW - classroom
KW - evidence-based practice
KW - positive behavior supports
KW - whole school intervention
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U2 - 10.1177/0741932520966727
DO - 10.1177/0741932520966727
M3 - Article
AN - SCOPUS:85096318058
SN - 0741-9325
VL - 42
SP - 44
EP - 59
JO - Remedial and Special Education
JF - Remedial and Special Education
IS - 1
ER -