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Mathur SR, Oakes WP, Clark HG, Common EA. Introduction to the Special Issue: Teacher Educators for Children with Behavior Disorders (TECBD) Conference. Educ Treat Children 2022; 45:241-243. [PMID: 36160317 PMCID: PMC9488870 DOI: 10.1007/s43494-022-00083-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Affiliation(s)
- Sarup R. Mathur
- Mary Lou Fulton Teachers College, Arizona State University, Tempe, AZ USA
| | - Wendy Peia Oakes
- Mary Lou Fulton Teachers College, Arizona State University, Tempe, AZ USA
| | | | - Eric Alan Common
- Department of Education, University of Michigan-Flint, Flint, MI USA
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Briesch AM, Lane KL, Common EA, Oakes WP, Buckman MM, Chafouleas SM, Iovino EA, Sherod RL, Abdulkerim N, Royer DJ. Exploring Views and Professional Learning Needs of Comprehensive, Integrated, Three-Tiered (Ci3T) Leadership Teams Related to Universal Behavior Screening Implementation. Educ Treat Children 2022; 45:245-262. [PMID: 35919259 PMCID: PMC9334022 DOI: 10.1007/s43494-022-00080-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/27/2022] [Indexed: 06/15/2023]
Abstract
Research conducted to date has highlighted barriers to initial adoption of universal behavior screening in schools. However, little is known regarding the experiences of those implementing these procedures and there have been no studies conducted examining the experiences of educators in different stages of implementing various tiered systems of supports. Universal screening is foundational to a successful Comprehensive, Integrated Three-Tiered (Ci3T) model of prevention-an integrated tiered system addressing academics, behavior, and social and emotional well-being. Therefore, the perspectives of Ci3T Leadership Team members at different stages of Ci3T implementation were solicited through an online survey that sought to understand (1) current school-based screening practices and (2) individual beliefs regarding those practices. A total of 165 Ci3T Leadership Team members representing five school districts from three geographic regions across the United States, all of whom were participating in an Institute of Education Sciences Network grant examining integrated tiered systems, reported the screening procedures were generally well-understood and feasible to implement. At the same time, results highlighted continuing professional learning may be beneficial in the areas of: (1) integrating multiple sources of data (e.g., screening data with other data collected as regular school practices) and (2) using those multiple data sources to determine next steps for intervention. We discuss educational implications, limitations, and directions for future inquiry.
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Common EA, Buckman MM, Lane KL, Oakes WP, Royer DJ, Chafouleas S, Briesch A, Sherod R. Project ENHANCE: Assessing Professional Learning Needs for Implementing Comprehensive, Integrated, Three-Tiered (Ci3T) Models of Prevention. Educ Treat Children 2021; 44:125-144. [PMID: 34465941 PMCID: PMC8396141 DOI: 10.1007/s43494-021-00049-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Accepted: 07/12/2021] [Indexed: 12/01/2022]
Abstract
We report findings from a multistate survey of 720 faculty and staff from 25 elementary schools in five districts across three states and geographic regions participating in an IES Network grant examining integrated tiered systems. In this preregistered study, we replicated and extended previous inquiry examining educators' views of (1) implementation of core components of their school's Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention; and (2) preference for professional learning (content and avenue). Results indicated more than half of respondents indicated high levels of implementation of core features of Ci3T across Tiers 1, 2, and 3. Educators reported high levels of implementation for 10 out of 19 research-based educational practices used within tiered systems with a statistically significant relation between ratings of implemented practices and the desire for support with most practices. Respondents identified their top three areas for professional development needed in the coming year as behavior deescalation techniques, small-group social skills instruction, and strategies for supporting students with internalizing behavior patterns. For potential professional learning avenues, respondents' top ratings were in-district, during-school workshops, course for college credit on-line, teacher collaboratives/networks, and one-to-one coaching or mentoring. There were many similarities among educators' ratings across implementation year and state. Low levels of implementation across many core Ci3T and common educational practices were reported by educators working within the most experienced schools. We conclude with a discussion of implications, limitations, and future directions. Supplementary Information The online version contains supplementary material available at 10.1007/s43494-021-00049-z.
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Affiliation(s)
- Eric Alan Common
- Education Department, School of Education & Human Services, University of Michigan - Flint, Flint, MI USA
| | - Mark Matthew Buckman
- Department of Special Education, College of Education, University of Kansas, Lawrence, KS USA
| | - Kathleen Lynne Lane
- Department of Special Education, College of Education, University of Kansas, Lawrence, KS USA
| | - Wendy Peia Oakes
- Mary Lou Fulton Teachers College, Arizona State University, Phoenix, AZ USA
| | - David James Royer
- Department of Special Education, College of Education, University of Hawai'i at Mānoa, Honolulu, HI USA
| | - Sandra Chafouleas
- Department of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, CT USA
| | - Amy Briesch
- Department of Applied Psychology, Northeastern University, Boston, MA USA
| | - Rebecca Sherod
- Department of Special Education, College of Education, University of Kansas, Lawrence, KS USA
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Lane KL, Oakes WP, Allen GE, Lane NA, Jenkins AB, Lane KS, Messenger ML, Buckman MM, Fleming KK, Romine RES. Improving Educators' Knowledge, Confidence, and Usefulness of a Comprehensive, Integrated, Three-tiered (Ci3T) Model of Prevention: Outcomes of Professional Learning. Educ Treat Children 2020; 43:279-293. [PMID: 34290471 PMCID: PMC8290887] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
We examined shifts in educators' perceived knowledge, confidence, and usefulness and actual knowledge of concepts in the Comprehensive, Integrated, Three-tiered (Ci3T) model of prevention before and after participation in a practice-based professional learning series to design, implement, and evaluate a Ci3T model for their school. Participants completed the Knowledge, Confidence, and Use (KCU) survey prior to and at the conclusion of the year-long, six-part Ci3T Professional Learning Series. Results indicated participants demonstrated statistically significant increases in perceived and actual knowledge, perceived confidence, and perceived usefulness of concepts measured, with effect sizes suggesting large effects. Implications for supporting educators in designing a Ci3T model of prevention to meet students' educational needs using a practice-based professional learning series are discussed along with limitations and considerations for future research.
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Mathur SR, Oakes WP, Griller Clark H, Common EA. Introduction to the Special Issue Teacher Educators for Children with Behavioral Disorders (TECBD) Conference. Educ Treat Children 2020; 43:219-221. [PMID: 32836729 PMCID: PMC7389157 DOI: 10.1007/s43494-020-00028-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Sarup R Mathur
- Mary Lou Fulton Teachers College, Arizona State University, 1050 S. Forest Ave., #402 Farmer Bldg., PO Box 871811, Tempe, AZ 85287-1811 USA
| | - Wendy Peia Oakes
- Mary Lou Fulton Teachers College, Arizona State University, 1050 S. Forest Ave., #402 Farmer Bldg., PO Box 871811, Tempe, AZ 85287-1811 USA
| | - Heather Griller Clark
- Mary Lou Fulton Teachers College, Arizona State University, 1050 S. Forest Ave., #402 Farmer Bldg., PO Box 871811, Tempe, AZ 85287-1811 USA
| | - Eric Alan Common
- Department of Education, University of Michigan-Flint, Flint, MI USA
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Oakes WP, Lane KL, Cantwell ED, Royer DJ. Systematic Screening for Behavior in K–12 Settings as Regular School Practice: Practical Considerations and Recommendations. Journal of Applied School Psychology 2017. [DOI: 10.1080/15377903.2017.1345813] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Wendy Peia Oakes
- Mary Lou Fulton Teachers College, Arizona State University, Tempe, Arizona, USA
| | - Kathleen Lynne Lane
- Department of Special Education, School of Education, University of Kansas, Lawrence, Kansas, USA
| | - Emily D. Cantwell
- Department of Special Education, School of Education, University of Kansas, Lawrence, Kansas, USA
| | - David J. Royer
- Department of Special Education, School of Education, University of Kansas, Lawrence, Kansas, USA
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Lane KL, Oakes WP, Crocker J, Weist MD. Building Strong Partnerships: Education and Mental Health Systems Working Together to Advance Behavioral Health Screening in Schools. Rep Emot Behav Disord Youth 2017; 17:93-101. [PMID: 30079000 PMCID: PMC6075829] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Grants] [Subscribe] [Scholar Register] [Indexed: 04/26/2023]
Abstract
In this article, we have introduced a key challenge confronting the fields of education and mental health: the need for early detection of EBDs among students and a framework for early response to their needs. Next, we offered a potential solution: prioritizing strong, integrated partnerships between education and mental health systems. Following this discussion, we provided two illustrations (1) teacher-completed behavior screening within a Ci3T model of prevention in an elementary school setting and (2) student self-reported mental health screening in the high school setting. The differences in the screening measures used in the two illustrations are important. The first illustrates universal behavior screening conducted as part of regular school practices to inform instruction. Teacher-completed screeners are based on observed student behaviors, with screening as a way to measure and monitor teachers' observations. The second illustrates the use of mental health screening (student self-report). Additional protections for self-report measures must be afforded, such as parent/guardian permission and opt-out options as discussed in the high school illustration. Finally, we have offered a call to action, posing considerations for next steps for researchers, practitioners, and policymakers. We hope this concluding article in the four-issue 2017 volume of the Report on Emotional & Behavioral Disorders in Youth will help to propel improvements in research, practice, and policy of the foundational issue of early identification of students in need of successful school behavioral health programs.
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Affiliation(s)
- Kathleen Lynne Lane
- Kathleen Lynne Lane, Ph.D., BCBA-D, is a professor in the School of Education at the University of Kansas. Wendy Peia Oakes, Ph.D., is an assistant professor at the Mary Fulton Teachers College at Arizona State University. John Crocker, M.Ed., is director of guidance for the Methuen Public Schools, Methuen, Massachusetts. Dr. Crocker received permission to name the district used in the second illustration. Mark D. Weist, Ph.D., is a professor in the Department of Psychology at the University of South Carolina
| | - Wendy Peia Oakes
- Kathleen Lynne Lane, Ph.D., BCBA-D, is a professor in the School of Education at the University of Kansas. Wendy Peia Oakes, Ph.D., is an assistant professor at the Mary Fulton Teachers College at Arizona State University. John Crocker, M.Ed., is director of guidance for the Methuen Public Schools, Methuen, Massachusetts. Dr. Crocker received permission to name the district used in the second illustration. Mark D. Weist, Ph.D., is a professor in the Department of Psychology at the University of South Carolina
| | - John Crocker
- Kathleen Lynne Lane, Ph.D., BCBA-D, is a professor in the School of Education at the University of Kansas. Wendy Peia Oakes, Ph.D., is an assistant professor at the Mary Fulton Teachers College at Arizona State University. John Crocker, M.Ed., is director of guidance for the Methuen Public Schools, Methuen, Massachusetts. Dr. Crocker received permission to name the district used in the second illustration. Mark D. Weist, Ph.D., is a professor in the Department of Psychology at the University of South Carolina
| | - Mark D Weist
- Kathleen Lynne Lane, Ph.D., BCBA-D, is a professor in the School of Education at the University of Kansas. Wendy Peia Oakes, Ph.D., is an assistant professor at the Mary Fulton Teachers College at Arizona State University. John Crocker, M.Ed., is director of guidance for the Methuen Public Schools, Methuen, Massachusetts. Dr. Crocker received permission to name the district used in the second illustration. Mark D. Weist, Ph.D., is a professor in the Department of Psychology at the University of South Carolina
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Oakes WP, Lane KL, Ennis RP. Systematic Screening at the Elementary Level: Considerations for Exploring and Installing Universal Behavior Screening. Journal of Applied School Psychology 2016. [DOI: 10.1080/15377903.2016.1165325] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Lane KL, Oakes WP, Menzies HM, Oyer J, Jenkins A. Working Within the Context of Three-Tiered Models of Prevention: Using Schoolwide Data to Identify High School Students for Targeted Supports. Journal of Applied School Psychology 2013. [DOI: 10.1080/15377903.2013.778773] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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