Increasing Teachers' Intervention Adherence through a Multi-Tiered System of Support Approach

Increasing Teachers' Intervention Adherence through a Multi-Tiered System of Support Approach

Bibliographic Details
Main Author: McKinley, Lauren E.
Language:English
Published: University of Cincinnati / OhioLINK 2016
Subjects:
Behavioral Sciences
Performance Feedback
Multi-Tiered System of Support
Professional Development
Behavioral Consultation
Implementation
Intervention Adherence
Online Access:http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479817366518158
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spelling ndltd-OhioLink-oai-etd.ohiolink.edu-ucin14798173665181582021-08-03T06:39:09Z Increasing Teachers' Intervention Adherence through a Multi-Tiered System of Support Approach McKinley, Lauren E. Behavioral Sciences Performance Feedback Multi-Tiered System of Support Professional Development Behavioral Consultation Implementation Intervention Adherence A multiple baseline design across teachers was used to evaluate the effects of a systematic, Multi-Tiered System of Support (MTSS) approach to support implementation of a schoolwide video-modeling social skills curriculum. Specifically, teachers whose intervention implementation did not meet expectations when provided with typical schoolwide positive behavior support training (primary Tier) were provided with targeted training support (secondary Tier), and, when necessary, more individualized assistance (tertiary Tier). In addition, student behavior was examined to determine if differentiated implementation supports resulted in concurrent changes in student behavior. Results indicated that performance feedback was successful in achieving desirable teacher behavior (i.e., increased intervention adherence and maintained high levels of implementation) across all teachers. However, there was no relationship between teachers’ high levels of intervention adherence and student outcomes. Discussion focuses on a summary of findings as related to previous research, implications for practice in applied settings, and limitations of the current study. 2016 English text University of Cincinnati / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479817366518158 http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479817366518158 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection NDLTD
language English
sources NDLTD
topic Behavioral Sciences
Performance Feedback
Multi-Tiered System of Support
Professional Development
Behavioral Consultation
Implementation
Intervention Adherence
spellingShingle Behavioral Sciences
Performance Feedback
Multi-Tiered System of Support
Professional Development
Behavioral Consultation
Implementation
Intervention Adherence
McKinley, Lauren E.
Increasing Teachers' Intervention Adherence through a Multi-Tiered System of Support Approach
author McKinley, Lauren E.
author_facet McKinley, Lauren E.
author_sort McKinley, Lauren E.
title Increasing Teachers' Intervention Adherence through a Multi-Tiered System of Support Approach
title_short Increasing Teachers' Intervention Adherence through a Multi-Tiered System of Support Approach
title_full Increasing Teachers' Intervention Adherence through a Multi-Tiered System of Support Approach
title_fullStr Increasing Teachers' Intervention Adherence through a Multi-Tiered System of Support Approach
title_full_unstemmed Increasing Teachers' Intervention Adherence through a Multi-Tiered System of Support Approach
title_sort increasing teachers' intervention adherence through a multi-tiered system of support approach
publisher University of Cincinnati / OhioLINK
publishDate 2016
url http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479817366518158
work_keys_str_mv AT mckinleylaurene increasingteachersinterventionadherencethroughamultitieredsystemofsupportapproach
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