Journal Article

Project ENHANCE

Chafouleas, Sandra, Lane, Kathleen Lynne, Oakes, Wendy Peia, Sherod, Rebecca, Briesch, Amy, Common, Eric Alan, Buckman, Mark Matthew, Royer, David James

2021

Overview

We report findings from a multistate survey of 720 faculty and staff from 25 elementary schools in five districts across three states and geographic regions participating in an IES Network grant examining integrated tiered systems. In this preregistered study, we replicated and extended previous inquiry examining educators’ views of (1) implementation of core components of their school’s Comprehensive, Integrated, Three- Tiered (Ci3T) model of prevention; and (2) preference for professional learning (content and avenue). Results indicated more than half of respondents indicated high levels of implementation of core features of Ci3T across Tiers 1, 2, and 3. Educators reported high levels of implementation for 10 out of 19 research-based educational practices used within tiered systems with a statistically significant relation between ratings of implemented practices and the desire for support with most practices. Respondents identified their top three areas for professional development needed in the coming year as behavior deescalation techniques, small-group social skills instruction, and strategies for supporting students with internalizing behavior patterns. For potential professional learning avenues, respondents’ top ratings were in-district, during-school workshops, course for college credit on-line, teacher collaboratives/networks, and oneto- one coaching or mentoring. There were many similarities among educators’ ratings across implementation year and state. Low levels of implementation across many core Ci3T and common educational practices were reported by educators working within the most experienced schools. We conclude with a discussion of implications, limitations, and future directions.

• Publisher: West Virginia University Press,Springer International Publishing,Springer
• Subject: Behavior Modification / Behavioral Science and Psychology / Child and School Psychology / Classroom Techniques / Clinical Psychology / Collaboration / Decision making / Developmental Psychology / Educational Practices / Educational Resources / Elementary School Teachers / Evaluation / Faculty Development / Individualized Instruction / Interpersonal Competence / Intervention / Leadership / Learning / Methods / Needs Assessment / Original / ORIGINAL ARTICLE / Prevention / Professional development / Program Implementation / Psychology / Schools / Skills / Small Group Instruction / Student Needs / Students / Teacher Attitudes / Teachers / Teaching Methods