A supportive beliefs intervention to facilitate the implementation of evidence-based practices within a multi-tiered system of supports
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The tiers represent a continuum of evidence-based practices implemented by various teams.
“The tiers represent a continuum of evidence-based practices implemented by various teams (Cook et al., 2015; Weist et al., 2018).”
From Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1) (2019) · cites this paper as Cook et al., 2015
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References 60 · Cited by 131
- Authors
- Cook, C. R., Lyon, A. R., Kubergovic, D., Browning Wright, D., & Zhang, Y.
- Affiliations
- University of Washington (US)
- Corresponding author
- Cook, Clayton R.
- Venue
- School Mental Health
- Published
- 2015-01-21
- Volume
- 7
- Issue
- 1
- Pages
- 49-60
- ISSN
- 1866-2625 (ISSN-L)
- 1866-2633
- OpenAlex
- W1986458097
- Cited by
- 131
- References
- 60
- Citations by year
- 2026: 8 · 2025: 6 · 2024: 11 · 2023: 17 · 2022: 19 · 2021: 19 · 2020: 13 · 2019: 14 · 2018: 8 · 2017: 5 · 2016: 7 · 2015: 4
- FWCI
- 20.21
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- School Mental Health (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Health Sciences › Health Professions › General Health Professions › Health Policy Implementation Science
- Keywords
- multi-tiered systems of support, evidence-based practice, implementation fidelity, teacher beliefs, school coaches, Positive Behavioral Interventions and Supports, school-wide implementation, elementary school, collaborative consultation
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