Using School Improvement and Implementation Science to Integrate Multi-Tiered Systems of Support in Secondary Schools

被引：11

作者：

Bohanon, Hank ^{[1
]}

Gilman, Carrie ^{[2
]}

Parker, Ben ^{[2
]}

Amell, Chris ^{[2
]}

Sortino, Gabe ^{[2
]}

机构：

[1] Loyola Univ, Chicago, IL 60611 USA

[2] Northfield Middle Sch & High Sch, Northfield, MN USA

来源：

AUSTRALASIAN JOURNAL OF SPECIAL EDUCATION | 2016年 / 40卷 / 02期

关键词：

MTSS; response to intervention; secondary schools; positive behaviour support; school improvement; implementation science;

D O I：

10.1017/jse.2016.8

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

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.

引用

页码：99 / 116

页数：18

共 43 条

[1] Aligning Misaligned Systemic Innovations: Probing Inter-Firm Effects Development in Project Networks [J].