Lessons Learned From a Tiered Service Delivery Implementation Project

被引：2

作者：

Johnson, Evelyn S. ^{[1
]}

Pool, Juli L. ^{[1
]}

Carter, Deborah R. ^{[1
]}

机构：

[1] Boise State Univ, Boise, ID 83725 USA

来源：

INTERVENTION IN SCHOOL AND CLINIC | 2012年 / 47卷 / 03期

关键词：

intervention; tiered service delivery; RTI; positive behavior supports; reform;

D O I：

10.1177/1053451211423811

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Tiered models of service delivery for both academics and behavior are being increasingly adopted across the nation, and discussions of how to implement these models effectively and simultaneously are growing. In this article, the authors share some lessons learned from a 2-year implementation project to implement a comprehensive (both academic and behavior) model of tiered service delivery in an elementary school. The authors discuss four major issues that arose during implementation, including signs for predicting these challenges and insights into how they can be addressed.

引用

页码：139 / 143

页数：5

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