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ESSENTIAL FEATURES OF TIER 2 SOCIAL–BEHAVIORAL INTERVENTIONS
Author(s) -
Yong Minglee,
Cheney Douglas A.
Publication year - 2013
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.21710
Subject(s) - tier 2 network , psychological intervention , tier 1 network , fidelity , identification (biology) , psychology , protocol (science) , consistency (knowledge bases) , applied psychology , medical education , process management , computer science , medicine , artificial intelligence , telecommunications , botany , alternative medicine , the internet , pathology , psychiatry , world wide web , business , biology
The purpose of this study is to identify the essential features of Tier 2 interventions conducted within multitier systems of behavior support in schools. A systematic literature search identified 12 empirical studies that were coded and scored according to a list of Tier 2 specific RE‐AIM criteria, related to the Reach, Effectiveness, Adoption, Implementation, and Maintenance. Most studies met the following criteria: efficient identification of students, training required for staff implementation, integration with Tier 1 support, standard protocol approach, assessment of implementation fidelity, and parental involvement. However, there was less consistency in meeting the following criteria: reliable and valid methods for student identification, weekly data review to monitor progress, evaluation of behavioral and learning outcomes, program length of between 2 to 6 months, use of maintenance strategies, and teacher involvement. For the subsequent descriptive analysis, the 12 studies were categorized into 6 groups and the strategies used to address RE‐AIM criteria were compared and discussed. The essential features identified will help researchers replicate Tier 2 interventions and help schools select and adapt Tier 2 interventions that are matched to their needs and resources.