Applying Multitiered Support for Professional Development to Targeted Student Interventions: A Single-Case Design Study

Mark D. Samudre, Nicolette M. Grasley-Boy, Jacqueline Viotto

Research output: Contribution to journalArticlepeer-review

Abstract

Multitiered support for professional development (MTS-PD) is emerging as a research-supported, three-tiered framework to support teachers’ classroom management skills through targeted training and ongoing coaching. In this study, we applied MTS-PD to increase elementary general education teachers’ treatment fidelity of a targeted behavioral support (i.e., self-monitoring) and examined whether increases in treatment fidelity were accompanied by increases in on-task behavior for three focal students who were identified as at-risk of being identified for having an emotional/behavior disorder. Results, which were evaluated in the context of a multiple-probe, single-case research design, indicated that MTS-PD increased teachers’ treatment fidelity. However, outcomes were inconsistent with regard to increases in focal students’ on-task behavior and decreases in rate of disruptive behavior as a result of increases in treatment fidelity. Results of this study demonstrate that MTS-PD can support teacher implementation of targeted behavioral supports. Practical and research implications are discussed.

Original languageEnglish
Pages (from-to)1-16
Number of pages16
JournalEducation and Treatment of Children
Volume47
Issue number1
DOIs
StatePublished - Mar 2024

Bibliographical note

Publisher Copyright:
© Association for Behavior Analysis International 2024.

Keywords

  • Tier 2
  • multitiered support
  • professional development
  • targeted intervention

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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