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.
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This research was supported in part by an internal grant from the Office of the Vice President for Research at the University of South Carolina.
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Samudre, M.D., Grasley-Boy, N.M. & Viotto, J. Applying Multitiered Support for Professional Development to Targeted Student Interventions: A Single-Case Design Study. Educ. Treat. Child. 47, 1–16 (2024). https://doi.org/10.1007/s43494-024-00119-y
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DOI: https://doi.org/10.1007/s43494-024-00119-y