Addressing Instructional Avoidance with Tier II Supports

Autor/inn/en	Anderson, Cynthia M.; Turtura, Jessica; Parry, Michael
Titel	Addressing Instructional Avoidance with Tier II Supports
Quelle	In: Journal of Applied School Psychology, 29 (2013) 2, S.167-182 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2013.778772
Schlagwörter	Evidence; Intervention; School Psychology; Prevention; Behavior Problems; Case Studies; Models; Intervals; Program Implementation; Motivation; Social Behavior; Behavioral Science Research; Feedback (Response); Evaluation + Suchen Sie Ihr Suchwort? Evidenz; Schulpsychologie; Prävention; Vorbeugung; Case study; Fallstudie; Case Study; Analogiemodell; psychologische; Motivation (psychologisch); Social behaviour; Soziales Verhalten; Evaluierung
Abstract	In a 3-tiered, prevention-oriented framework, Tier II (secondary, targeted) interventions are designed for students whose problem behaviors have not responded to Tier I but are not severe enough to warrant an individualized Tier III intervention. Tier II interventions are implemented similarly across students receiving the intervention and can be delivered in an individual or group format. There are myriad such interventions in the literature; however, relatively few are designed for implementation in a 3-tiered framework. Further, there are limited evidence-based options available for students who engage in avoidance of instructional activities. In this article, the authors present a framework for conceptualizing Tier II interventions for these students. The authors define key features of evidence-based interventions for this population, systems needed to support implementation, and efficient means for progress-monitoring Tier II interventions. A case study exemplifying implementation of a Tier II intervention for avoidance is illustrated. Directions for future research and practice are provided. (Contains 1 figure and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10