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 language | English |
|---|---|
| Pages (from-to) | 307-320 |
| Number of pages | 14 |
| Journal | Topics in Early Childhood Special Education |
| Volume | 41 |
| Issue number | 4 |
| DOIs | |
| State | Published - 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
