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?

Kathleen Lynne Lane, Wendy Oakes, Holly Mariah Menzies

Research output: Contribution to journalArticle

21 Citations (Scopus)

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.

Original languageEnglish (US)
Pages (from-to)121-128
Number of pages8
JournalPreventing School Failure
Volume58
Issue number3
DOIs
StatePublished - Jan 1 2014

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Keywords

  • Data-informed decision making
  • Emotional and behavioral disorders
  • Primary prevention
  • Secondary prevention
  • Tertiary prevention
  • Three-tiered models

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

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