| Popis: |
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. |
