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Increasing Teachers' Intervention Adherence through a Multi-Tiered System of Support Approach

McKinley, Lauren E
http://orcid.org/0000-0002-1194-6251
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479817366518158

Abstract Details

2016, PhD, University of Cincinnati, Education, Criminal Justice, and Human Services: School Psychology.
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.
Renee Hawkins, Ph.D. (Committee Chair)
Janet Lee Graden, Ph.D. (Committee Member)
Todd Haydon, Ph.D. (Committee Member)
93 p.
Behavioral Sciences
Performance Feedback; Multi-Tiered System of Support; Professional Development; Behavioral Consultation; Implementation; Intervention Adherence

Recommended Citations

Citations

  • McKinley, L. E. (2016). Increasing Teachers' Intervention Adherence through a Multi-Tiered System of Support Approach [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479817366518158

    APA Style (7th edition)

  • McKinley, Lauren. Increasing Teachers' Intervention Adherence through a Multi-Tiered System of Support Approach. 2016. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479817366518158.

    MLA Style (8th edition)

  • McKinley, Lauren. "Increasing Teachers' Intervention Adherence through a Multi-Tiered System of Support Approach." Doctoral dissertation, University of Cincinnati, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479817366518158

    Chicago Manual of Style (17th edition)

ucin1479817366518158
449
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This open access ETD is published by University of Cincinnati and OhioLINK.