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ERIC Number: EJ1072940
Record Type: Journal
Publication Date: 2015-Oct
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1098-3007
Supporting Comprehensive, Integrated, Three-Tiered Models of Prevention in Schools: Administrators' Perspectives
Lane, Kathleen Lynne; Carter, Erik W.; Jenkins, Abbie; Dwiggins, Lauren; Germer, Kathryn
Journal of Positive Behavior Interventions, v17 n4 p209-222 Oct 2015
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.
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: National Center for Advancing Translational Sciences (NCATS) (DHHS/NIH)
Authoring Institution: N/A
Identifiers - Location: Tennessee
Grant or Contract Numbers: UL1 TR000445