TY - JOUR
T1 - Exploring Views and Professional Learning Needs of Comprehensive, Integrated, Three-Tiered (Ci3T) Leadership Teams Related to Universal Behavior Screening Implementation
AU - Briesch, Amy M.
AU - Lane, Kathleen Lynne
AU - Common, Eric Alan
AU - Oakes, Wendy Peia
AU - Buckman, Mark Matthew
AU - Chafouleas, Sandra M.
AU - Iovino, Emily A.
AU - Sherod, Rebecca L.
AU - Abdulkerim, Noora
AU - Royer, David James
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for research, authorship, and/or publication of this article: This article was supported by funding provided by the Institute of Education Sciences, U.S. Department of Education (R324N190002: PI Lane). Opinions expressed herein do not necessarily reflect the position of the U.S. Department of Education, and as such, endorsements should not be inferred.
Publisher Copyright:
© 2022, Association for Behavior Analysis International.
PY - 2022/9
Y1 - 2022/9
N2 - Research conducted to date has highlighted barriers to initial adoption of universal behavior screening in schools. However, little is known regarding the experiences of those implementing these procedures and there have been no studies conducted examining the experiences of educators in different stages of implementing various tiered systems of supports. Universal screening is foundational to a successful Comprehensive, Integrated Three-Tiered (Ci3T) model of prevention—an integrated tiered system addressing academics, behavior, and social and emotional well-being. Therefore, the perspectives of Ci3T Leadership Team members at different stages of Ci3T implementation were solicited through an online survey that sought to understand (1) current school-based screening practices and (2) individual beliefs regarding those practices. A total of 165 Ci3T Leadership Team members representing five school districts from three geographic regions across the United States, all of whom were participating in an Institute of Education Sciences Network grant examining integrated tiered systems, reported the screening procedures were generally well-understood and feasible to implement. At the same time, results highlighted continuing professional learning may be beneficial in the areas of: (1) integrating multiple sources of data (e.g., screening data with other data collected as regular school practices) and (2) using those multiple data sources to determine next steps for intervention. We discuss educational implications, limitations, and directions for future inquiry.
AB - Research conducted to date has highlighted barriers to initial adoption of universal behavior screening in schools. However, little is known regarding the experiences of those implementing these procedures and there have been no studies conducted examining the experiences of educators in different stages of implementing various tiered systems of supports. Universal screening is foundational to a successful Comprehensive, Integrated Three-Tiered (Ci3T) model of prevention—an integrated tiered system addressing academics, behavior, and social and emotional well-being. Therefore, the perspectives of Ci3T Leadership Team members at different stages of Ci3T implementation were solicited through an online survey that sought to understand (1) current school-based screening practices and (2) individual beliefs regarding those practices. A total of 165 Ci3T Leadership Team members representing five school districts from three geographic regions across the United States, all of whom were participating in an Institute of Education Sciences Network grant examining integrated tiered systems, reported the screening procedures were generally well-understood and feasible to implement. At the same time, results highlighted continuing professional learning may be beneficial in the areas of: (1) integrating multiple sources of data (e.g., screening data with other data collected as regular school practices) and (2) using those multiple data sources to determine next steps for intervention. We discuss educational implications, limitations, and directions for future inquiry.
KW - implementation stages
KW - professional learning
KW - systematic screening
KW - tiered systems
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U2 - 10.1007/s43494-022-00080-8
DO - 10.1007/s43494-022-00080-8
M3 - Article
AN - SCOPUS:85135277950
SN - 0748-8491
VL - 45
SP - 245
EP - 262
JO - Education and Treatment of Children
JF - Education and Treatment of Children
IS - 3
ER -