Journal articles: 'Tierces interventions'

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Rioux, Jean-Sébastien, and Sandra Pabón Murcia. "L’implication des tierces parties durant les crises internationales en Amérique latine de 1947 à 1994." Études internationales 33, no. 1 (April 12, 2005): 5–29. http://dx.doi.org/10.7202/704380ar.

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De longue date, la soi-disant zone d'influence créée par les États-Unisd'Amérique en Occident est prise pour acquis ; on croit que l'hégémonie des États-Unis n'y rencontre aucune barrière. Conséquemment, des organisations internationales telles les Nations Unies (ONU) et des organisations régionales telle l'Organisation des États américains (OÉA) ne devraient posséder aucun véritable pouvoir dans la médiation de conflits dans cette sphère d'influence états-unienne. Cependant, dans cette étude, nous avons observé que, durant la seconde moitié du vingtième siècle, les crises internationales d'Amérique latine avaient pour caractéristique une plus grande incidence d'activités d'organisations globales qu'on aurait pu croire quoique les interventions onusiennes ne furent pas aussi efficaces à apaiser les conflits que les interventions de I'OÉA et des États-Unis. Comment pouvons-nous expliquer cette activité importante d'organisations globales à la lumière de cette supposée hégémonie des États-Unis sur le territoire et quels facteurs peuvent affecter l'efficacité de sa médiation en Amérique latine ? Quelles leçons pouvons-nous tirer de ces découvertes qui pourraient être appliquées à d'autres aires de conflit à moyen ou long terme ? Les résultats de cette étude pourraient servir de leçon pour d'autres organisations régionales et appuient l'idée d'une « division des tâches » entre l'ONU et les organisations de sécurité régionales pour la gestion des conflits.

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Massar, Michelle M., Kent McIntosh, and Sterett H. Mercer. "Factor Validation of a Fidelity of Implementation Measure for Social Behavior Systems." Remedial and Special Education 40, no. 1 (October 28, 2017): 16–24. http://dx.doi.org/10.1177/0741932517736515.

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Assessing fidelity of implementation of school-based interventions is a critical factor in successful implementation and sustainability. The Tiered Fidelity Inventory (TFI) was developed as a comprehensive measure of all three tiers of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) and is intended to measure the extent to which the core features of SWPBIS are implemented with fidelity. The purpose of this study was to assess the extent to which the TFI can be used as one measure of all three tiers, three separate measures of individual tiers, or as a more granular level of fidelity that measures implementation on 10 subscales across the tiers. A confirmatory factor analysis was conducted to validate the factor structure of the TFI. Results indicate that the TFI is a valid measure of fidelity of implementation of SWPBIS and can be used to measure implementation by subscales, tiers, and as a comprehensive assessment of all three tiers.

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Chard’homme, N., and V. Marteau. "Les infirmiers algologues belges analysent la classification des interventions en soins infirmiers." Douleur et Analgésie 34, no. 4 (December 2021): 218–24. http://dx.doi.org/10.3166/dea-2021-0177.

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Le Groupe des infirmier(ière)s francophones douleur (GIFD) a analysé 102 interventions en soins infirmiers de la classification internationale (Nursing Intervention Classification), en tenant compte de la législation, de la discipline infirmière, des missions exigées par le SPF Santé publique et de l’expérience professionnelle des membres du groupe. Au terme de cette analyse, un consensus a été obtenu pour retenir 102 interventions. Parmi ces interventions, un tiers stipulent des activités réalisées par les infirmiers algologues, un tiers des activités réalisées partiellement et un tiers des activités réalisées en collaboration. Neuf interventions concernent des thérapies non médicamenteuses, nécessitant une formation complémentaire à la formation actuelle en algologie. Ce travail complète le profil de fonctions de l’infirmier algologue, publié en 2009.

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Hardy, Kristina K., Katie Olson, Stephany M. Cox, Tess Kennedy, and Karin S. Walsh. "Systematic Review: A Prevention-Based Model of Neuropsychological Assessment for Children With Medical Illness." Journal of Pediatric Psychology 42, no. 8 (March 22, 2017): 815–22. http://dx.doi.org/10.1093/jpepsy/jsx060.

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Abstract Objective Many pediatric chronic illnesses have shown increased survival rates, leading to greater focus on cognitive and psychosocial issues. Neuropsychological services have traditionally been provided only after significant changes in the child’s cognitive or adaptive functioning have occurred. This model of care is at odds with preventative health practice, including early identification and intervention of neuropsychological changes related to medical illness. We propose a tiered model of neuropsychological evaluation aiming to provide a preventative, risk-adapted level of assessment service to individuals with medical conditions impacting the central nervous system based on public health and clinical decision-making care models. Methods Elements of the proposed model have been used successfully in various pediatric medical populations. We summarize these studies in association with the proposed evaluative tiers in our model. Results and Conclusions This model serves to inform interventions through the various levels of assessment, driven by evidence of need at the individual level in real time.

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Buckingham, Jennifer, Kevin Wheldall, and Robyn Beaman-Wheldall. "Evaluation of a Two-Phase Implementation of a Tier-2 (Small Group) Reading Intervention for Young Low-Progress Readers." Australasian Journal of Special Education 38, no. 2 (October 29, 2014): 169–85. http://dx.doi.org/10.1017/jse.2014.13.

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In a response to intervention (RtI) model, reading is taught in increasingly intensive tiers of instruction. The aim of the study was to examine the efficacy of a Tier-2 (small group) literacy intervention for young struggling readers. This article focuses on the second phase of a randomised control trial involving 14 students in kindergarten as participants. In Phase 1 of the randomised control trial, the experimental group (E1) received the intervention for 1 hour, 4 days per week, for 3 school terms. The control group received regular classroom instruction. Large and statistically significant mean differences between groups were evident after 3 terms on 2 of 4 measures — the Martin and Pratt Nonword Reading Test and the Burt Reading Test, which measure phonological recoding and single word reading, respectively. Very large effect sizes were found. In Phase 2, the original control group received the intervention in the same way (E2). Testing at the end of Phase 2 confirmed the intervention's large effect on phonological recoding, but the results for the 3 other tests showed no acceleration in the Phase 2 experimental group (E2). This study evaluates the efficacy of the trialled intervention, adds to the research literature on Tier-2 interventions for young struggling readers, and yields practical implications for schools that offer literacy interventions without a strong RtI framework.

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De Girolamo, Debbie. "(2012) 30 Windsor Y B Access Just 103 A VIEW FROM WITHIN: RECONCEPTUALIZING MEDIATOR INTERACTIONS." Windsor Yearbook of Access to Justice 30, no. 2 (October 1, 2012): 103. http://dx.doi.org/10.22329/wyaj.v30i2.4371.

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This paper explores mediator interactions from within the mediation process. It is difficult to obtain access to mediations due to issues of confidentiality and litigation privilege, thus restricting direct empirical research. During a yearlong ethnographic study during which the author was a participant-observer of a number of commercial mediations, the nature of mediations was explored from an independent observational perspective – separate from the process yet within the process. In this study, real life patterns of interactions are examined through case study analysis. It offers a reconceptualization of the nature of mediator interventions, one that moves beyond the accepted understanding of third party intervention. It suggests that the mediator has a fugitive identity in mediation, reflecting a traditional neutral third party intervener role, a party role and an adviser role.Dans le présent document, l‟auteure explore les interactions des médiateurs dans le cadre du processus de médiation. Il est difficile d‟obtenir l‟accès aux séances de médiation en raison du secret professionnel et du privilège relatif au litige, et cette difficulté limite la recherche empirique directe. Au cours d‟une étude ethnographique qui s‟est déroulée sur une année et à laquelle l‟auteure a participé comme observatrice d‟un certain nombre de médiations commerciales, la nature des médiations a été explorée d‟un point de vue observationnel indépendant – distinct du processus bien qu‟au sein du processus. Dans la présente étude, des situations réelles d‟interaction sont examinées au moyen de l‟analyse d‟études de cas. L‟auteure offre une reconceptualisation de la nature des interventions du médiateur, qui va au-delà de ce qui est reconnu comme l‟intervention d‟une tierce partie. Le médiateur aurait une identité fugace dans le processus de médiation, cette identité s‟expliquant par un rôle traditionnel de tiers intervenant neutre, un rôle de partie et un rôle de conseiller.

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McIntosh, Kent, Michelle M. Massar, Robert F. Algozzine, Heather Peshak George, Robert H. Horner, Timothy J. Lewis, and Jessica Swain-Bradway. "Technical Adequacy of the SWPBIS Tiered Fidelity Inventory." Journal of Positive Behavior Interventions 19, no. 1 (July 31, 2016): 3–13. http://dx.doi.org/10.1177/1098300716637193.

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Full and durable implementation of school-based interventions is supported by regular evaluation of fidelity of implementation. Multiple assessments have been developed to evaluate the extent to which schools are applying the core features of school-wide positive behavioral interventions and supports (SWPBIS). The SWPBIS Tiered Fidelity Inventory (TFI) was developed to be used as an initial assessment to determine the extent to which a school is using (or needs) SWPBIS, a measure of SWPBIS fidelity of implementation at all three tiers of support, and a tool to guide action planning for further implementation efforts. In this research, we evaluated the psychometric properties of the TFI in three studies: a content validity study, a usability and reliability study, and a large-scale validation study. Results showed strong construct validity for assessing fidelity at all three tiers, strong interrater and 2-week test–retest reliability, high usability for action planning, and strong relations with existing SWPBIS fidelity measures. Implications for accurate evaluation planning are discussed.

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Li, Ruiyun, Bin Chen, Tao Zhang, Zhehao Ren, Yimeng Song, Yixiong Xiao, Lin Hou, et al. "Global COVID-19 pandemic demands joint interventions for the suppression of future waves." Proceedings of the National Academy of Sciences 117, no. 42 (September 28, 2020): 26151–57. http://dx.doi.org/10.1073/pnas.2012002117.

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Emerging evidence suggests a resurgence of COVID-19 in the coming years. It is thus critical to optimize emergency response planning from a broad, integrated perspective. We developed a mathematical model incorporating climate-driven variation in community transmissions and movement-modulated spatial diffusions of COVID-19 into various intervention scenarios. We find that an intensive 8-wk intervention targeting the reduction of local transmissibility and international travel is efficient and effective. Practically, we suggest a tiered implementation of this strategy where interventions are first implemented at locations in what we call the Global Intervention Hub, followed by timely interventions in secondary high-risk locations. We argue that thinking globally, categorizing locations in a hub-and-spoke intervention network, and acting locally, applying interventions at high-risk areas, is a functional strategy to avert the tremendous burden that would otherwise be placed on public health and society.

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Hintze, John M., Craig S. Wells, Amanda M. Marcotte, and Benjamin G. Solomon. "Decision-Making Accuracy of CBM Progress-Monitoring Data." Journal of Psychoeducational Assessment 36, no. 1 (September 9, 2017): 74–81. http://dx.doi.org/10.1177/0734282917729263.

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This study examined the diagnostic accuracy associated with decision making as is typically conducted with curriculum-based measurement (CBM) approaches to progress monitoring. Using previously published estimates of the standard errors of estimate associated with CBM, 20,000 progress-monitoring data sets were simulated to model student reading growth of two-word increase per week across 15 consecutive weeks. Results indicated that an unacceptably high proportion of cases were falsely identified as nonresponsive to intervention when a common 4-point decision rule was applied, under the context of typical levels of probe reliability. As reliability and stringency of the decision-making rule increased, such errors decreased. Findings are particularly relevant to those who use a multi-tiered response-to-intervention model for evaluating formative changes associated with instructional intervention and evaluating responsiveness to intervention across multiple tiers of intervention.

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Marston, Douglas. "Tiers of Intervention in Responsiveness to Intervention." Journal of Learning Disabilities 38, no. 6 (November 2005): 539–44. http://dx.doi.org/10.1177/00222194050380061001.

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Dee, Thomas S. "No one-size-fits-all solution to chronic absenteeism." Phi Delta Kappan 106, no. 3 (October 28, 2024): 8–12. http://dx.doi.org/10.1177/00317217241295423.

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As chronic absenteeism fails to ease from post-pandemic high levels, schools can turn to many reforms to promote school attendance. Commonly recommended strategies involve increasingly targeted and intensive tiers of interventions. Researcher Thomas S. Dee writes that the research base of many of these interventions is not strong. Schools facing financial and capacity restraints may have difficulty putting interventions in place. Dee suggests that educators obtain information on attendance barriers in their schools and base solutions on those data. Sharing information about attendance with families is one promising intervention.

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Luckianow, Gina M., Matthew Ellis, Deborah Governale, and Lewis J. Kaplan. "Abdominal Compartment Syndrome: Risk Factors, Diagnosis, and Current Therapy." Critical Care Research and Practice 2012 (2012): 1–8. http://dx.doi.org/10.1155/2012/908169.

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Abdominal compartment syndrome’s manifestations are difficult to definitively detect on physical examination alone. Therefore, objective criteria have been articulated that aid the bedside clinician in detecting intra-abdominal hypertension as well as the abdominal compartment syndrome to initiate prompt and potentially life-saving intervention. At-risk patient populations should be routinely monitored and tiered interventions should be undertaken as a team approach to management.

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Abou-Rjaily, Kathleen, and Susan Stoddard. "RTI for Students Presenting with Behavioral Difficulties:Culturally Responsive Guiding Questions." International Journal of Multicultural Education 19, no. 3 (October 31, 2017): 85. http://dx.doi.org/10.18251/ijme.v19i3.1227.

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Response to Intervention (RTI) is a tiered intervention that assists school personnel in determining eligibility for special education services. Studies support the use of RTI as an early intervention for addressing significant learning disabilities (SLD) and social emotional behaviors, as well as for students who are culturally and linguistically diverse (CLD) and not making progress through general interventions. However, recommendations for implementation are not explicitly provided, especially for culturally responsive implementation. While proposed as a model for students with challenging behaviors, there is an absence of culturally responsive methods to support CLD students. This article will discuss the use of culturally responsive guiding questions in an RTI framework.

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Lamba, Sumedha. "Building Inclusive Education: Supporting Every Learner through Early Intervention and Three - Tiered Support." International Journal of Science and Research (IJSR) 13, no. 10 (October 5, 2024): 232–37. http://dx.doi.org/10.21275/sr24930201108.

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Lee, Yujin, Dariush Mozaffarian, Stephen Sy, Junxiu Liu, Parke E. Wilde, Matti Marklund, Shafika Abrahams-Gessel, Thomas A. Gaziano, and Renata Micha. "Health Impact and Cost-Effectiveness of Volume, Tiered, and Absolute Sugar Content Sugar-Sweetened Beverage Tax Policies in the United States." Circulation 142, no. 6 (August 11, 2020): 523–34. http://dx.doi.org/10.1161/circulationaha.119.042956.

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Background: Sugar-sweetened beverage taxes are a rapidly growing policy tool and can be based on absolute volume, sugar content tiers, or absolute sugar content. Yet, their comparative health and economic impacts have not been quantified, in particular, tiered or sugar content taxes that provide industry incentives for sugar reduction. Methods: We estimated incremental changes in diabetes mellitus and cardiovascular disease, quality-adjusted life-years, costs, and cost-effectiveness of 3 sugar-sweetened beverage tax designs in the United States, on the basis of (1) volume ($0.01/oz), (2) tiers (<5 g of added sugar/8 oz: no tax; 5–20 g/8 oz: $0.01/oz; and >20 g/8 oz: $0.02/oz), and (3) absolute sugar content ($0.01 per teaspoon added sugar), each compared with a base case of modest ongoing voluntary industry reformulation. A validated microsimulation model, CVD-PREDICT (Cardiovascular Disease Policy Model for Risk, Events, Detection, Interventions, Costs, and Trends), incorporated national demographic and dietary data from the National Health and Nutrition Examination Survey, policy effects and sugar-sweetened beverage-related diseases from meta-analyses, and industry reformulation and health-related costs from established sources. Results: Over a lifetime, the volume, tiered, and absolute sugar content taxes would generate $80.4 billion, $142 billion, and $41.7 billion in tax revenue, respectively. From a healthcare perspective, the volume tax would prevent 850 000 cardiovascular disease (95% CI, 836 000–864 000) and 269 000 diabetes mellitus (265 000–274 000) cases, gain 2.44 million quality-adjusted life-years (2.40–2.48), and save $53.2 billion net costs (52.3–54.1). Health gains and savings were approximately doubled for the tiered and absolute sugar content taxes. Results were robust for societal and government perspectives, at 10 years follow-up, and with lower (50%) tax pass-through. Health gains were largest in young adults, blacks and Hispanics, and lower-income Americans. Conclusions: All sugar-sweetened beverage tax designs would generate substantial health gains and savings. Tiered and absolute sugar content taxes should be considered and evaluated for maximal potential gains.

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Geiger, Sarah N., and J. P. Oehrtman. "School Counselors and the School Leadership Team." Professional School Counseling 23, no. 1_part_3 (January 2020): 2156759X2090356. http://dx.doi.org/10.1177/2156759x20903566.

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A school leadership team is an opportunity for school counselors to demonstrate their capacity as school leaders and implement their training in using data to identify evidence-based interventions and evaluate the effectiveness of chosen interventions. We share a case study of how we utilized a school leadership team to better meet the needs of students via the development and implementation of the Stress Management and Resiliency Training Lab (SMART Lab) as a K–12 multi-tiered system of support. Use of the evidence-based school counseling model for systematic evaluation revealed that the SMART Lab intervention contributed to improvements in students’ behavior, attendance, and grades.

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Jenkins, Joseph R., Ellen Schiller, Jose Blackorby, Sara Kalb Thayer, and W. David Tilly. "Responsiveness to Intervention in Reading." Learning Disability Quarterly 36, no. 1 (November 15, 2012): 36–46. http://dx.doi.org/10.1177/0731948712464963.

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This article describes how a purposeful sample of 62 elementary schools from 17 states implemented a Response to Intervention (RtI) framework for reading. School informants answered surveys and were interviewed about differentiated instruction in Tier 1, screening/benchmarking, where Tier 2 interventions were located, typical group size and the minutes/day of intervention in Tiers 2 and 3 groups, and how students with individualized educational programs (IEPs) in reading were served in the school’s RtI model. Schools reported using differentiated instruction in Tier 1, favored curriculum-based measures for screening/benchmarking and progress monitoring, reported more intensive interventions and more progress monitoring in Tier 3, and used a wide variety of models for serving students with IEPs within the schools’ RtI models.

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Ruiz, Maria Isolina. "Beyond Traditional Response to Intervention: Helping Rural Educators Understand English Learners’ Needs." Rural Special Education Quarterly 39, no. 1 (December 23, 2019): 35–53. http://dx.doi.org/10.1177/8756870519894661.

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Response to intervention (RTI) allows schools to support the academic success of English learners (ELs) while helping educators rule out cultural or linguistic differences and educational background as the root of ELs’ academic or behavioral struggles. However, in rural schools, insufficient training in how to effectively instruct ELs and limited experience teaching ELs due to local demographics may lead RTI teams to prescribe inappropriate interventions or to avoid putting ELs through the RTI process altogether. The framework proposed in this article guides rural RTI teams through the process of considering the factors that might be influencing the performance of struggling ELs to provide these students with the supports they need to benefit from core instruction and tiered interventions.

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Wayman, Grace, Leanne S. Hawken, Hannah M. Wright, Christian V. Sabey, Julia Fleming, Kathleen O’Donnell, and Jack Rolfe. "The School of Life Dropout Prevention Curriculum: A Case Report." Journal of Educational Issues 7, no. 1 (January 4, 2021): 1. http://dx.doi.org/10.5296/jei.v7i1.15179.

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Students in high school or secondary school face challenges that too often lead them to drop out of school. Administrators and staff in many of these schools have attempted to address this challenge by adopting a framework of Positive Behavior Interventions and Supports (PBIS) that offers graduated tiers of intervention suited to students’ needs. One such intervention that has been used in some parts of the US, was developed by the School of Life Foundation (SOLF). The intervention consists of a life-skills curriculum that supports students by addressing factors related to increased probability of dropping out of school. This article provides a case report, from the United States, of the SOLF intervention in the context of a PBIS framework.

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Nichols, Sharon L., Felicia Castro-Villarreal, and Amanda Ramirez. "Response to Intervention: Instructional Challenges for Teachers in High Need Contexts." Teachers College Record: The Voice of Scholarship in Education 119, no. 9 (September 2017): 1–30. http://dx.doi.org/10.1177/016146811711900906.

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Background This study adds to our understanding of how elementary school teachers in culturally and linguistically diverse contexts think about the implementation and impact of Response-to-Intervention practices. Purpose of Study The purpose of this study is to understand elementary school teachers’ beliefs about the challenges associated with RTI implementation with high need, high risk student populations. Research Design This was a semi-structured interview study with eight elementary school teachers. Findings/Results Interview data indicate that while teachers noted the potential of RTI systems and processes, most expressed dissatisfaction with implementation variability, inadequate training, slow matriculation through the tiers, and widely diverse student learning needs. Teachers also noted challenges associated with having to differentiate instruction and management with widely diverse learners while at the same time being pressured to meet accountability targets. Conclusions We conclude that although RTI has become more widely understood and recognized, there remain serious implementation challenges and confusion in contexts that serve culturally and linguistically diverse students. We recommend improved training at the university and preservice level to prepare teachers for work in tiered problem-solving frameworks and to help teachers better understand the academic, social, and affective needs of our increasingly diverse student population.

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Ayeh, Michael Adu, Karen Cofie, George Senkyire Mensah, Frank Amo-Kodieh, and Patrick Kyeremeh. "Understanding the Intersection of Monkeypox-Related Stigma and Healthcare-Seeking Behaviour in West African Communities:." Ghana Journal of Nursing and Midwifery 1, no. 4 (January 2, 2025): 125–39. https://doi.org/10.69600/gjnmid.2024.v01.i04.125-139.

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This study investigated the intersection of monkeypox-related stigma and healthcare-seeking behavior in West African communities, focusing on regional variations and intervention effectiveness. Using a mixed-methods approach combining systematic literature review and quantitative data synthesis, the research analyzed healthcare access patterns, intervention outcomes, and economic impacts across multiple West African nations. Statistical analysis employed R software for correlation studies and significance testing, while visualization utilized React with Recharts library. Findings revealed significant urban-rural disparities in healthcare access (urban 65% vs. rural 35% in Nigeria), with strong correlations between education levels and healthcare-seeking behavior (r = 0.78, p < 0.001). Healthcare worker training showed highest intervention effectiveness (82%), while community-led programs demonstrated superior sustainability metrics. Economic analysis indicated peak healthcare costs in Q1 2022 (85% above baseline) with gradual reduction through targeted interventions. Recommendations include implementing integrated three-tiered intervention approaches combining healthcare worker training, community engagement, and media campaigns, with emphasis on pre-seasonal intervention deployment and community-led initiatives.

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Arias-Gundín, Olga, and Ana García Llamazares. "Efficacy of the RtI Model in the Treatment of Reading Learning Disabilities." Education Sciences 11, no. 5 (April 29, 2021): 209. http://dx.doi.org/10.3390/educsci11050209.

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(1) Background: The response to intervention (RtI) model makes possible the early detection of reading problems and early intervention for students at risk. The purpose of this study is to analyze the effective measures that identify struggling readers and the most effective practices of the RtI model in reading in Primary Education. (2) Method: A systematic review of the literature published between 2010 and 2020 was performed, analyzing in the 31 selected articles, the identification and monitoring methods and the interventions at the different tiers of the RtI model. (3) Results: There are different methods to identify struggling readers, and there is no consensus on the matter. There are also many differences in the implementation of the different tiers of the RtI model; however, its effectiveness is demonstrated. (4) Conclusions: The implementation of the RtI model in a flexible way adapted to the circumstances of each moment, and can be considered as a highly effective resource in the prevention and early detection of reading learning problems.

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Richardson, Greg, and Ian Partridge. "Child and adolescent mental health services liaison with Tier 1 services: a consultation exercise with school nurses." Psychiatric Bulletin 24, no. 12 (December 2000): 462–63. http://dx.doi.org/10.1192/pb.24.12.462.

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Consultation with Tier 1 professionals is an integral part of comprehensive child and adolescent mental health services (CAMHS) (NHS Health Advisory Service, 1995; Audit Commission, 1999). Despite enthusiasm for consultative approaches and clearly described advantages (Steinberg, 1993), the evidence base for consultation work is thin. In schools, the consultation intervention has been found to be the least effective of four interventions (Kolvin et al, 1981). Consultation enables the development of an integrated tiered system, improves communication, provides a greater understanding of the roles of CAMHS by Tier 1 professionals and fosters more relevant referral patterns.

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Parker, David C., Matthew K. Burns, Kristen L. McMaster, Stephanie Al Otaiba, and Amanuel Medhanie. "Examining the Relations Between Instructional-Level Data and Intervention Response in Early Writing." Assessment for Effective Intervention 43, no. 3 (October 6, 2017): 157–68. http://dx.doi.org/10.1177/1534508417731999.

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The current study determined growth patterns during an 8-week writing intervention and then examined the association between growth pattern and students’ initial skills as determined by instructional-level data. One hundred forty-seven first-grade students struggling with early literacy skills received a writing intervention at one of two tiers of support and completed progress assessments at regular intervals. Results indicated that students followed more than one type of growth pattern. A moderate correspondence was found between growth pattern and instructional-level data. Current results are contextualized within previous research. Implications for adapting writing interventions based on student data and theoretical models of writing development are discussed.

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Handley-More, Dottie, Meira L. Orentlicher, and Deborah B. Schwind. "Introduction to Tiered Interventions in Schools: Tiered Strategies for Student Success Column." Journal of Occupational Therapy, Schools, & Early Intervention 17, no. 1 (January 2, 2024): 1–7. http://dx.doi.org/10.1080/19411243.2024.2337482.

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Zhu, Lin, Collin Shepley, Jennifer Grisham, and Justin D. Lane. "A Brief Parent-Coaching Package for Tiered Language Interventions." Education Sciences 12, no. 9 (August 27, 2022): 585. http://dx.doi.org/10.3390/educsci12090585.

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This study utilized a brief coaching package to train parents to support their children’s language development in home environments. Two parents of dual language learners were trained to use naturalistic language strategies that ranged in complexity. Parents participated in individual training sessions targeting three strategies: narration, imitation, and environmental arrangement and responding. A multiple baseline design across behaviors replicated across parent–child dyads was used to evaluate the effectiveness of the brief coaching package. Therapeutically accelerating data in a baseline condition affected interpretation of results for one dyad, while the package demonstrated effectiveness for the other dyad. Concomitant increases in children’s use of English language during sessions was also observed. Multi-level models were used to estimate the moderating effect of parent engagement in naturalistic language strategies on children’s vocal initiations. Implications for home-based service providers are presented.

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Casey, Laura Baylot, Kathryn Nichols, Esther Plank, and Samantha Finley. "Using Technology in Multi-Tiered Interventions to Differentiate Instruction." i-manager's Journal on School Educational Technology 4, no. 4 (May 15, 2009): 1–6. http://dx.doi.org/10.26634/jsch.4.4.526.

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Bowman, Vicki E., Louis Lowrey, and Jane Purser. "Two-Tiered Humanistic Pre-release Interventions for Prison Inmates." Journal of Offender Rehabilitation 25, no. 1-2 (July 1997): 115–28. http://dx.doi.org/10.1300/j076v25n01_08.

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Torelli, Jessica N., Blair P. Lloyd, Claire A. Diekman, and Joseph H. Wehby. "Teaching Stimulus Control via Class-Wide Multiple Schedules of Reinforcement in Public Elementary School Classrooms." Journal of Positive Behavior Interventions 19, no. 1 (July 31, 2016): 14–25. http://dx.doi.org/10.1177/1098300716632878.

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In elementary school classrooms, students commonly recruit teacher attention at inappropriately high rates or at inappropriate times. Multiple schedule interventions have been used to teach stimulus control by signaling to students when reinforcement is and is not available contingent on an appropriate response. The purpose of the current study was to evaluate the effects of a class-wide multiple schedule on differentiated rates of student recruitment of teacher attention in two public elementary classrooms. General education teachers implemented the multiple schedule intervention in the context of a common instructional routine (i.e., small group rotations among reading centers). Results indicated that the multiple schedule intervention was effective at decreasing disruptive bids for attention when teacher attention was not available. Additional research on teacher implementation of class-wide multiple schedules is needed to evaluate whether this intervention may be identified as an effective supplement to Tier 1 classroom management strategies within multi-tiered systems of support.

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Thompson, Courtney, and Hannah MacNaul. "Using Pyramidal Training to Address Challenging Behavior in an Early Childhood Education Classroom." Education Sciences 13, no. 6 (May 24, 2023): 539. http://dx.doi.org/10.3390/educsci13060539.

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Challenging behavior exhibited by students in a school setting is one of the most significant obstructions to student learning. These behaviors often warrant specialized interventions delivered by educators in the presence of typically developing peers; however, the availability of personnel to prepare educators to implement said interventions is limited. One viable solution may be to leverage a pyramidal training model in which training is provided in tiers, allowing for more individuals to be trained within a shorter period. In the current study, one researcher utilized pyramidal training to prepare four educators to implement functional communication training without extinction to decrease aggression toward peers for one student in an inclusionary early childhood education setting. With written instruction only (similar to what a teacher might receive as part of a behavior intervention plan), all educators implemented the intervention with low fidelity (M = 15% steps completed correctly). Post-intervention, all educators were able to implement the intervention with the trainer at or above 80% fidelity, and skills improved to 100% fidelity during in situ training with the student. For the student, aggression was completely decreased to zero levels, and functional communication responses increased. Moreover, all results were maintained after the holiday break without additional training. Implications for research and practice will be discussed.

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Sitzlar, Brett, Abhishek Deshpande, Dennis Fertelli, Sirisha Kundrapu, Ajay K. Sethi, and Curtis J. Donskey. "An Environmental Disinfection Odyssey: Evaluation of Sequential Interventions to Improve Disinfection of Clostridium difficile Isolation Rooms." Infection Control & Hospital Epidemiology 34, no. 5 (May 2013): 459–65. http://dx.doi.org/10.1086/670217.

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Objective.Effective disinfection of hospital rooms after discharge of patients with Clostridium difficile infection (CDI) is necessary to prevent transmission. We evaluated the impact of sequential cleaning and disinfection interventions by culturing high-touch surfaces in CDI rooms after cleaning.Design.Prospective intervention.Setting.A Veterans Affairs hospital.Interventions.During a 21-month period, 3 sequential tiered interventions were implemented: (1) fluorescent markers to provide monitoring and feedback on thoroughness of cleaning facility-wide, (2) addition of an automated ultraviolet radiation device for adjunctive disinfection of CDI rooms, and (3) enhanced standard disinfection of CDI rooms, including a dedicated daily disinfection team and implementation of a process requiring supervisory assessment and clearance of terminally cleaned CDI rooms. To determine the impact of the interventions, cultures were obtained from CDI rooms after cleaning and disinfection.Results.The fluorescent marker intervention improved the thoroughness of cleaning of high-touch surfaces (from 47% to 81% marker removal; P < .0001). Relative to the baseline period, the prevalence of positive cultures from CDI rooms was reduced by 14% (P = .024), 48% (P>.001), and 89% (P = .006) with interventions 1, 2, and 3, respectively. During the baseline period, 67% of CDI rooms had positive cultures after disinfection, whereas during interventions periods 1, 2, and 3 the percentages of CDI rooms with positive cultures after disinfection were reduced to 57%, 35%, and 7%, respectively.Conclusions.An intervention that included formation of a dedicated daily disinfection team and implementation of a standardized process for clearing CDI rooms achieved consistent CDI room disinfection. Culturing of CDI rooms provides a valuable tool to drive improvements in environmental disinfection.

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Mourre, Alexis. "Lintervention des Tiers a LArbitrage." Revista Brasileira de Arbitragem 4, Issue 16 (December 1, 2007): 76–97. http://dx.doi.org/10.54648/rba2007054.

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Hails, Katherine A., Mackenzie D. M. Whipps, Rachel S. Gross, Debra L. Bogen, Pamela A. Morris, Alan L. Mendelsohn, and Daniel S. Shaw. "Breastfeeding and Responsive Parenting as Predictors of Infant Weight Change in the First Year." Journal of Pediatric Psychology 46, no. 7 (July 16, 2021): 768–78. http://dx.doi.org/10.1093/jpepsy/jsab049.

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Abstract Objective To test breastfeeding duration and responsive parenting as independent predictors of infant weight change from birth to 12 months, and to test the moderating effect of a tiered parenting intervention on relations between breastfeeding and responsive parenting in relation to infant weight change. Methods Mother–infant dyads (N = 403) were participants in the ongoing Smart Beginnings (SB) randomized controlled trial testing the impact of the tiered SB parenting model that incorporates two evidence-based interventions: Video Interaction Project (VIP) and Family Check-Up (FCU). The sample was low income and predominantly Black and Latinx. Responsive parenting variables (maternal sensitivity and intrusiveness) came from coded observations of mother–infant interactions when infants were 6 months. Continuous weight-for-age (WFA) z-score change and infant rapid weight gain (RWG) from 0 to 12 months were both assessed. Results Longer breastfeeding duration was significantly associated with less WFA z-score change. The relationship between breastfeeding duration and WFA z-score change was significant only for infants in the intervention group. Intrusive parenting behaviors were also associated with greater WFA z-score change after accounting for breastfeeding duration. Conclusions This study is one of the first to test both breastfeeding and parenting in relation to infant weight gain in the first year. Findings may have implications for family-focused child obesity prevention programs.

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Jolstead, Krystine A., Paul Caldarella, Blake Hansen, Byran B. Korth, Leslie Williams, and Debra Kamps. "Implementing Positive Behavior Support in Preschools." Journal of Positive Behavior Interventions 19, no. 1 (July 31, 2016): 48–60. http://dx.doi.org/10.1177/1098300716653226.

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Challenging behavior in preschool is a serious concern for teachers. Positive behavior interventions and supports (PBIS) have been shown to be effective in reducing such behaviors. Class-Wide Function-Related Intervention Teams (CW-FIT) is a specific multi-tiered intervention for implementing effective classroom management strategies using PBIS practices. CW-FIT has been shown to be effective in elementary classrooms but has not yet been evaluated with younger age groups. CW-FIT Tier 1 is a group contingency utilizing social skills training, teacher praise, and positive reinforcement to improve student behavior. The present study examined the effects of CW-FIT Tier 1 implementation on student group on-task behavior and on teacher praise and reprimand rates in four preschool classrooms. A single-subject delayed multiple baseline design with embedded reversals was used to evaluate impact. Results indicated the intervention increased student group on-task behavior and teacher praise to reprimand ratios. Both teachers and children found CW-FIT Tier 1 to be socially valid. Limitations and implications of this study for researchers and practitioners are discussed.

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Hoy-Gerlach, Janet, and Lisa Townsend. "Reimagining Healthcare: Human–Animal Bond Support as a Primary, Secondary, and Tertiary Public Health Intervention." International Journal of Environmental Research and Public Health 20, no. 7 (March 27, 2023): 5272. http://dx.doi.org/10.3390/ijerph20075272.

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The emergence of human–animal support services (HASS)—services provided to help keep people and their companion animals together—in the United States has been driven by two global public health crises. Despite such impetuses and an increasing recognition of One Health approaches, HASS are generally not recognized as public health interventions. The Ottawa Charter, defining health as well-being and resources for living and calling for cross-sector action to advance such, provides a clear rationale for locating HASS within a public health framework. Drawing from Ottawa Charter tenets and using the United States as a case study, we: (1) recognize and explicate HASS as public health resources for human and animal well-being and (2) delineate examples of HASS within the three-tiered public health intervention framework. HASS examples situated in the three-tier framework reveal a public health continuum for symbiotic well-being and health. Humans and their respective companion animals may need different levels of intervention to optimize mutual well-being. Tenets of the Ottawa Charter provide a clear rationale for recognizing and promoting HASS as One Health public health interventions; doing so enables cross-sector leveraging of resources and offers a symbiotic strategy for human and animal well-being.

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Dauenhauer, Brian, Xiaofen Keating, Dolly Lambdin, and Robert Knipe. "A Conceptual Framework for Tiered Intervention in Physical Education." Journal of Physical Education, Recreation & Dance 88, no. 8 (October 6, 2017): 39–45. http://dx.doi.org/10.1080/07303084.2017.1356769.

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Ku, Chee Wai, Yu Bin Tan, Sze Ing Tan, Chee Onn Ku, Keith M. Godfrey, Kok Hian Tan, Shiao-Yng Chan, et al. "Holistic preconception care: Providing real-time guidance via a mobile app to optimise maternal and child health." Annals of the Academy of Medicine, Singapore 53, no. 5 (May 28, 2024): 306–17. http://dx.doi.org/10.47102/annals-acadmedsg.2023283.

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Introduction: Preconception is a critical period to optimise gamete function and early placental development, essential for successful conception and long-term maternal-child health. However, there is a lack of preconception services and consequently, global fertility rates continue to fall and mothers embark on their pregnancy journey in poor health. There is an urgent need to implement a holistic community-level preconception care programme to optimise risk factors for poor fecundability and improve long-term maternal-child health. Method: We reviewed current evidence on fecundability lifestyle risk factors, the efficacy of existing preconception interventions and the use of digital platforms for health optimisation, to create a new digital-based preconception intervention model that will be implemented via an app. We present the theory, content and mode of delivery of this holistic model targeting couples planning for pregnancy. Results: We propose a new model featuring a user-friendly mobile app, which enables couples to self-assess fecundability risks through a personalised risk score that drives a tailored management plan. This tiered management provides anticipatory guidance supported by evidence-based recommendations, and promotes ongoing engagement for behavioural optimisation and specialist referrals as required. Based on the health belief model, this new model delivered with a mobile app seeks to shift couples’ perceptions about their susceptibility and severity of subfertility, benefits of making a change and barriers to change. Conclusion: Our proposed digital-based intervention model via a mobile app stands to enhance preconception care by providing personalised risk assessments, real-time feedback and tiered management to optimise preconception reproductive health of couples. This model forms a reference content framework for future preconception care intervention delivery.

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Hurlbut, Amanda R., Jemimah Young, Catherine Boggs, and Jamaal Young. "Response to Intervention in Reading." International Journal of Literacy, Culture, and Language Education 4 (December 26, 2023): 64–81. http://dx.doi.org/10.14434/ijlcle.v4i.33175.

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The purpose of this study was to review the existing literature on the use of Response to Intervention (RTI) in reading to critically analyze the methodologies, instruments, and findings within the context of the surrounding literature. RTI remains a key process in special education research and practice. Hence, studies range from intervention effectiveness, implementation fidelity, and methods for determining responsiveness to intervention. There are numerous RTI related research studies indicating that tiered or scripted intervention programs may help students identified as at-risk make academic progress on pre-and posttest measures. However, many of these same studies also indicate that students identified as at-risk do not receive the instructional support necessary to close opportunity gaps in reading. To address this concern, we conducted a systematic review of the RTI reading literature. The results indicate that a wide variety of screening and progress monitoring tools were utilized in reading research, which may account for the vast variation in efficacy across studies. Moreover, researchers cite validity, reliability, and replicability as main concerns in determining true responsiveness to an intervention when such a plethora of resources are available. We conclude that consensus is needed in the literature to determine the best screening and progress monitoring instruments to identify true responsiveness and distinguish the best methods for designing, studying, and replicating intervention programs that sustain academic performance by at-risk learners through an RTI based tiered intervention model.

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Bohanon, Hank, Carrie Gilman, Ben Parker, Chris Amell, and Gabe Sortino. "Using School Improvement and Implementation Science to Integrate Multi-Tiered Systems of Support in Secondary Schools." Australasian Journal of Special Education 40, no. 2 (September 19, 2016): 99–116. http://dx.doi.org/10.1017/jse.2016.8.

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The purpose of this paper is to describe the integration of tiered interventions and supports in secondary schools, sometimes referred to as multi-tiered systems of support (MTSS). The interventions include academic, behavioural, social, and emotional supports for all students. A description of the connections across specific MTSS systems, datasets, and practices is discussed. The article addresses the implementation of MTSS through the lens of school improvement and implementation science. A case example of a school implementing MTSS is provided to highlight the strengths and challenges of MTSS in secondary settings.

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O'Connor, Rollanda E., Kristin R. Harty, and Deborah Fulmer. "Tiers of Intervention in Kindergarten Through Third Grade." Journal of Learning Disabilities 38, no. 6 (November 2005): 532–38. http://dx.doi.org/10.1177/00222194050380060901.

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Kupzyk, Sara, Edward J. Daly, Tanya Ihlo, and Nicholas D. Young. "Modifying instruction within tiers in multitiered intervention programs." Psychology in the Schools 49, no. 3 (February 6, 2012): 219–30. http://dx.doi.org/10.1002/pits.21595.

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Solis, Michael, Jeremy Miciak, Sharon Vaughn, and Jack M. Fletcher. "Why Intensive Interventions Matter." Learning Disability Quarterly 37, no. 4 (April 9, 2014): 218–29. http://dx.doi.org/10.1177/0731948714528806.

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We describe findings from a series of longitudinal studies utilizing a response to intervention framework implemented over 3 years with students in Grades 6 through 8 with reading disabilities and poor reading comprehension. Students were identified based on reading comprehension scores in Grade 5 ( n = 1,083) and then randomized to treatment or comparison conditions. Beginning in sixth grade, students assigned to intervention were provided treatment for 1, 2, or 3 years based on their response to instruction in each preceding year. Screening procedures, progress monitoring tools, tiers of instruction, and findings from each year of the study are reported. Additional studies investigating reading and behavioral outcomes through multi-level, growth modeling, and studies of the cognitive and neural correlates of inadequate response are also reported.

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Moniz, Marta, Patrícia Soares, Baltazar Nunes, and Andreia Leite. "Is a tiered restrictions system an effective intervention for COVID-19 control? Results from Portugal, November-December 2020." BMC Public Health 24, no. 1 (April 4, 2024). http://dx.doi.org/10.1186/s12889-024-18369-1.

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Abstract Background In November 2020, similar to other European countries, Portugal implemented a tiered restrictions system to control the COVID-19 pandemic. We aimed to compare the COVID-19 growth rate across tiers to assess the effect of a tiered restrictions system in Portugal, using models with different times between tiers assessment. Our hypothesis was that being in a higher tier brings a faster deceleration in the growth rate than being in a lower tier. Methods The national database of notified COVID-19 cases and publicly available data were used to analyse the effect of the tiered restrictions system on the COVID-19 incidence growth rate. The tiers were based on the European Centre for Disease Control risk classification: moderate, high, very and extremely high. We used a generalised mixed-effects regression model to estimate the growth rate ratio (GRR) for each tier, comparing the growth rates of higher tiers using moderate tier as reference. Three models were fitted using different times between tiers assessment, separated by 14 days. Results We included 156 034 cases. Very high tier was the most frequent combination in all the three moments assessed (21.2%), and almost 50% of the municipalities never changed tier during the study period. Immediately after the tiers implementation, a reduction was identified in the municipalities in high tier (GRR high tier: 0.90 [95%CI: 0.79; 1.02]) and very high tier (GRR very high tier: 0.68 [95%CI: 0.61; 0.77]), however with some imprecision in the 95% confidence interval for the high tier. A reduction in very high tier growth rate was identified two weeks (GRR: 0.79 [95%CI: 0.71; 0.88]) and four weeks (GRR: 0.77 [95%CI: 0.74; 0.82]) after the implementation, compared to moderate tier. In high tier, a reduction was also identified in both times, although smaller. Conclusions We observed a reduction in the growth rate in very high tier after the tiered restriction system was implemented, but we also observed a lag between tiered restriction system implementation and the onset of consequent effects. This could suggest the importance of early implementation of stricter measures for pandemic control. Thus, studies analysing a broader period of time are needed.

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Hogan, Joseph A. "Discrepancy model to RtI: Gauging teacher preparedness for this shift in specific learning disability classification." Journal of Research in Special Educational Needs, October 21, 2024. http://dx.doi.org/10.1111/1471-3802.12730.

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AbstractThe Individuals with Disabilities Education Improvement Act (2004) allows alternate pathways for school districts to identify and classify students with a specific learning disability (SLD). Response to Intervention (RtI) is one of the frameworks schools can use when eliminating the use of the discrepancy model. The premise of RtI posits that tiered instruction can assist all students who are struggling through utilizing research‐based interventions. When these tiers of intervention services are exhausted with limited to no response to the intervention, a child can be classified under the SLD category. There are documented concerns with effective implementation of RtI frameworks. This qualitative exploratory study examined the perceptions of teachers in a graduate education program regarding the knowledge, usage and implementation of RtI to classify students with a SLD. Through thematic analysis, findings indicate a need for more training in districts, better preparation at the university level and more support in applying RtI in the classroom. Implications for practice and future research are discussed.

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Raley, Sheida K., Mayumi Hagiwara, Kathryn M. Burke, Jessie C. Kiblen, and Karrie A. Shogren. "Supporting All Students to Be Self-Determined: Using the Self-Determined Learning Model of Instruction Within Multi-Tiered Systems of Supports." Inclusive Practices, November 26, 2022, 273247452211324. http://dx.doi.org/10.1177/27324745221132478.

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Opportunities for youth with and without disabilities to develop and practice abilities, skills, and attitudes associated with self-determination (e.g., decision-making, goal setting, problem-solving) lead to positive in- and postschool outcomes. However, implementation of whole-school interventions to promote self-determination is complex. A multi-tiered systems of supports (MTSSs) framework can support the identification of solutions to address these complexities to positively impact self-determination outcomes for all students, inclusive of students with extensive support needs (ESNs). In this article, we describe how an evidence-based intervention, the Self-Determined Learning Model of Instruction (SDLMI), can be provided through MTSS to support all students in becoming more self-determined. We translate research into practice by describing how to use universal screening data collected using validated self-determination assessment to guide the delivery of impactful self-determination intervention using the SDLMI across tiers of support in inclusive contexts to enhance self-determination for all students, including students with ESN.

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Kittelman, Angus, M. Kathleen Strickland-Cohen, Kathleen M. Conley, and Robert H. Horner. "Allocating Resources for Tier 2 and 3 Implementation Within Positive Behavioral Interventions and Supports." TEACHING Exceptional Children, October 11, 2022, 004005992211258. http://dx.doi.org/10.1177/00400599221125889.

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Schools have a finite number of resources each year to allocate towards the implementation of evidence-based practices (EBPs). Therefore, school leadership teams must carefully consider how resources are being allocated and how to maximize those resources when implementing EBPs within the context of multi-tiered systems of support, such as Positive Behavioral Interventions and Supports (PBIS). These considerations are particularly important for ensuring the sustained implementation of EBPs at the advanced tiers for students with or at-risk for disabilities who require more resource-intensive supports. Leadership teams can maximize resources most efficiently by evaluating how data systems, school personnel, materials, and space are being utilized to support implementation of EBPs across Tiers 2 and 3.

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Goodman-Scott, Emily, Jennifer Betters-Bubon, and Rebecca Pianta. "MTSS for Suicide Prevention and Intervention: Considerations for School Counseling Preparation." Teaching and Supervision in Counseling, 2022. http://dx.doi.org/10.7290/tsc0411k5.

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Youth mental health concerns have reached crisis-level with the American Academy of Pediatrics (2021) reporting a 51% increase for reported suicide attempts for 12-17 year old youth. School counselors play a pivotal role within the conversation on mental health and suicide specifically (ASCA, 2016; ASCA, 2020). In this article we outline how school counselors can organize their suicide prevention and intervention efforts with Multi-Tiered Systems of Support (MTSS), grounded in a model by Dr. Rebecca Pianta, as well as prioritizing culturally sustaining, antiracist practices, data, prevention, and screening in all tiers. Specifically, at Tier 1, school counselors educate stakeholders, including students, on the warning signs. While at Tiers 2 and 3, school counselors identify and support students at risk of suicide. We highlight ethical considerations throughout, in the context of the article Suicide Intervention in Schools: If Not School Counselors, Then Who?

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Nese, Rhonda N. T., Angus Kittelman, M. Kathleen Strickland-Cohen, and Kent McIntosh. "Examining Teaming and Tier 2 and 3 Practices Within a PBIS Framework." Journal of Positive Behavior Interventions, October 11, 2021, 109830072110510. http://dx.doi.org/10.1177/10983007211051090.

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One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully adopt and sustain implementation of multi-tiered systems of behavior support. However, more research is currently needed to better understand the various teaming configurations, structures, and practices commonly used by PBIS teams in typical schools, particularly at advanced tiers. For the current study, members of school and district PBIS teams representing 718 schools were surveyed to better understand (a) teaming configurations and practices currently being used in schools implementing PBIS and (b) common interventions that PBIS teams report implementing at Tiers 2 and 3. Survey findings are discussed, along with implications of those results for future research and practice in applied settings.

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Spencer, Trina D. "Multi-tiered Narrative Intervention for Preschoolers: A Head Start Implementation Study." HS Dialog: The Research to Practice Journal for the Early Childhood Field 20, no. 1 (December 20, 2017). http://dx.doi.org/10.55370/hsdialog.v20i1.706.

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This implementation study examined the efficacy and feasibility of a multi-tiered narrative intervention when Head Start teachers and teaching assistants delivered all of the interventions and progress monitoring probes. In six Head Start classrooms, 105 children were assigned to receive the intervention or to receive their typical instruction. Children who attended the three classrooms that implemented the multi-tiered intervention showed significantly better story retelling and language comprehension skills than the children who attended preschool in the control classrooms. Additional questions addressed the feasibility of a multi-tiered system in Head Start classrooms. Findings indicate that Head Start teachers and teaching assistants can deliver large group, small group, and individual lessons with adequate fidelity; they can administer brief progress monitoring probes with fidelity and score childrenâ€™s retells reliably. Furthermore, as teachers and teaching assistants become more comfortable with the procedures, they report greater self-efficacy, and overall, greater feasibility of a multi-tiered model in their classrooms.

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Benedict, Amber E., Mary Brownell, Elizabeth Bettini, and Hyojong Sohn. "Learning Together: Teachers’ Evolving Understanding of Coordinated Word Study Instruction Within an RTI Framework." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, June 26, 2020, 088840642093068. http://dx.doi.org/10.1177/0888406420930686.

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Despite evidence that tiered instruction within response to intervention (RTI) frameworks is important for students with reading difficulties, no complementary professional development (PD) research demonstrates how teachers can develop knowledge necessary to implement coordinated evidence-based instruction across instructional tiers. One promising PD approach combines lesson study (LS) with content-focused PD sessions; PD sessions introduce teachers to new knowledge, while LS supports teachers in integrating knowledge into their instructional repertoires. We used grounded theory methods to investigate how teams of upper elementary teachers’ ( n = 7) understandings of coordinated, tiered reading instruction changed through participation in Project InSync, a year-long PD consisting of content-focused PD workshops and LS cycles. Results indicate that, through interactions during LS sessions, teachers developed more sophisticated and integrated understandings of word study content, pedagogical practices, students’ struggles with literacy, and coordinating instruction across instructional tiers. Results have implications for teacher PD within RTI frameworks.

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Journal articles on the topic 'Tierces interventions'

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