Multitiered Systems of Support in Preschool Settings: A Review and Meta-Analysis of Single-Case Research

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4 Scopus citations

Abstract

Multitiered systems of support provide a framework for matching the needs of a struggling student with an appropriate intervention. Experimental evaluations of tiered support systems in grade schools have been conducted for decades but have been less frequently examined in early childhood contexts. A recent meta-analysis of multitiered systems of support in preschool settings exclusively synthesized outcomes from group design studies. Our current review extends this review by synthesizing single-case research examining interventions implemented within tiered support system frameworks in preschool settings. Our data indicate that single-case evaluations of tiered support systems do not frequently meet contemporary standards for rigor or consistently identify functional relations. Recommendations and considerations for future research are discussed.

Original languageEnglish
Pages (from-to)307-320
Number of pages14
JournalTopics in Early Childhood Special Education
Volume41
Issue number4
DOIs
StatePublished - Feb 2022

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2020.

Keywords

  • academic achievement
  • challenging behaviors
  • experimental studies
  • intervention strategies
  • meta-analysis
  • research methodologies
  • single-subject designs

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

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