No "Top of the triangle kids": Toward conceptual clarity of students, behavior, and tiers in MTSS to advance social justice.

Autor: Sullivan AL; University of Minnesota - Twin Cities, United States. Electronic address: asulliva@umn.edu., Weeks M; University of Minnesota - Twin Cities, United States., Miller FG; University of Minnesota - Twin Cities, United States., Nguyen T; University of Minnesota - Twin Cities, United States., Kulkarni T; California State University, Monterey Bay, United States., Williams S; University of Minnesota - Twin Cities, United States., Kim J; University of Minnesota - Twin Cities, United States.
Jazyk: angličtina
Zdroj: Journal of school psychology [J Sch Psychol] 2024 Oct; Vol. 106, pp. 101325. Date of Electronic Publication: 2024 Jun 08.
DOI: 10.1016/j.jsp.2024.101325
Abstrakt: Schools have increasingly adopted multitier systems of support to address a variety of educational aims. Despite their grounding in behavioral science and the public health model of prevention, in many settings there has been a shift from a foundational focus on behavioral principles to emphasize categorization and treatment of "top of the triangle" or "Tier 3" students. Herein, we first discuss how such emphasis on situating individuals, rather than behaviors, within the continuum of supports is counter to the principles and goals of MTSS, as well as undermining efforts to support prevention and social justice. Next, we apply a critical lens to review the related literature on problem-solving, labeling, marginalization of disabled students, and discipline disparities to provide a rationale for equity-centered MTSS with corresponding recommendations for practice.
(Copyright © 2023. Published by Elsevier Ltd.)
Databáze: MEDLINE
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