Comprehensive, Integrated, Three-Tiered Models of Prevention: Why Does My School—and District—Need an Integrated Approach to Meet Students’ Academic, Behavioral, and Social Needs?
Abstract
In this introductory article, the authors provide an overview of and rationale for comprehensive, integrated, three-tiered models of prevention—one approach to integrated tiered systems of support. The authors (a) describe core features of comprehensive, integrated, three-tiered models; and (b) discuss associated benefits, emphasizing those for students with and at risk for emotional and behavioral disorders. The authors conclude by providing a brief overview of the articles in this special issue, which collectively offer a step-by-step process for designing, implementing, evaluating, and sustaining comprehensive, integrated, three-tiered models in schools and school districts.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
There is robust evidence for the use of specialized group interventions to improve self-control.
“There is robust evidence for the use of specialized group interventions to improve self-control (Lane, Oakes, & Menzies, 2014).”
From Evaluating the Zones of Regulation® intervention to improve the self-control of elementary students (2020) · cites this paper as Lane, Oakes, & Menzies, 2014
Cites
Wolf, M. M. (1978) · Journal of Applied Behavior Analysis · doi:10.1901/jaba.1978.11-203 · Cited by 3,176 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Students with disabilities in social and emotional learning interventions: A systematic review
Daley, S. G., & McCarthy, M. F. (2021) · Remedial and Special Education · doi:10.1177/0741932520964917 · Cited by 34 · see citing works
Evaluating the Zones of Regulation® intervention to improve the self-control of elementary students
Ochocki, S., Frey, A. J., Patterson, D. A., Herron, F., Beck, N., & Dupper, D. R. (2020) · International Journal of School Social Work · doi:10.4148/2161-4148.1046 · Cited by 7 · see citing works
- Authors
- Lane, K. L., Oakes, W. P., & Menzies, H. M.
- Venue
- Preventing School Failure: Alternative Education for Children and Youth
- Publisher
- Informa UK Limited
- Published
- 2014-05-12
- Volume
- 58
- Issue
- 3
- Pages
- 121-128
- ISSN
- 1045-988X
- 1940-4387
- Cited by
- 51
- References
- 1
- Language
- en
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
