Comprehensive, Integrated, Three-Tiered Models of Prevention: Why Does My School-and District-Need an Integrated Approach to Meet Students' Academic, Behavioral, and Social Needs?

被引：39

作者：

Lane, Kathleen Lynne ^{[1
]}

Oakes, Wendy Peia ^{[2
]}

Menzies, Holly Mariah ^{[3
]}

机构：

[1] Univ Kansas, Lawrence, KS 66045 USA

[2] Arizona State Univ, Tempe, AZ 85287 USA

[3] Calif State Univ Los Angeles, Los Angeles, CA 90032 USA

来源：

PREVENTING SCHOOL FAILURE | 2014年 / 58卷 / 03期

关键词：

data-informed decision making; emotional and behavioral disorders; primary prevention; secondary prevention; tertiary prevention; three-tiered models;

D O I：

10.1080/1045988X.2014.893977

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this introductory article, the authors provide an overview of and rationale for comprehensive, integrated, three-tiered models of prevention-one approach to integrated tiered systems of support. The authors (a) describe core features of comprehensive, integrated, three-tiered models; and (b) discuss associated benefits, emphasizing those for students with and at risk for emotional and behavioral disorders. The authors conclude by providing a brief overview of the articles in this special issue, which collectively offer a step-by-step process for designing, implementing, evaluating, and sustaining comprehensive, integrated, three-tiered models in schools and school districts.

引用

页码：121 / 128

页数：8

共 55 条

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Achenbach T., 1991, INTEGRATIVE GUIDE 19

[2]

Adelman N., 1998, TRYING BEAT CLOCK US

[3] School-based service utilization among urban children with early onset educational and mental health problems: The squeaky wheel phenomenon [J].