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ERIC Number: EJ1041146
Record Type: Journal
Publication Date: 2014-Jul
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1098-3007
Multitiered Support Framework for Teachers' Classroom-Management Practices: Overview and Case Study of Building the Triangle for Teachers
Simonsen, Brandi; MacSuga-Gage, Ashley S.; Briere, Donald E.; Freeman, Jennifer; Myers, Diane; Scott, Terrance M.; Sugai, George
Journal of Positive Behavior Interventions, v16 n3 p179-190 Jul 2014
Many teachers enter the field without sufficient training in classroom management and continue to experience challenges throughout their careers. Therefore, school-based leaders need a multi-tiered support (MTS) framework to (a) provide training to all teachers in classroom management (Tier 1), (b) identify teachers who require additional assistance (universal screening), (c) support the identified teachers (Tiers 2 and 3), and (d) continue to monitor teachers' classroom management to adjust (i.e., intensify or fade) supports. In this article, we describe key features of the MTS continuum of intervention and assessment and present a case study to illustrate implementation of some components of the framework with four middle school teachers.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
Grant or Contract Numbers: H029D40055