@article{0de7a2930fc148529a4b5e0938abd207,
title = "Elementary Teachers{\textquoteright} Perceptions of a Comprehensive, Integrated, Three-Tiered Model of Prevention",
abstract = "This study examined perceptions of teachers who implemented a tiered system of support, the comprehensive, integrated, three-tiered (Ci3T) model of prevention. We reported findings of four focus groups with a total of 18 elementary teachers who implemented Ci3T for 2 years. While the Ci3T model comprised elements addressing academics, behavior, and social-emotional learning, teachers were predominately concerned with issues related to students{\textquoteright} behavior. Teachers reported difficulty moving from reactive to proactive classroom management approaches theoretically grounded in behavioral principles.",
keywords = "behavior management, legal/policy issues, qualitative research, whole-school interventions",
author = "Menzies, {Holly M.} and Oakes, {Wendy Peia} and Lane, {Kathleen Lynne} and Royer, {David James} and Cantwell, {Emily D.} and Common, {Eric Alan} and Mark Buckman",
note = "Funding Information: https://orcid.org/0000-0002-0270-4656 Menzies Holly M. PhD 1 Oakes Wendy Peia PhD 2 https://orcid.org/0000-0001-6364-838X Lane Kathleen Lynne PhD, BCBA-D 3 https://orcid.org/0000-0003-2882-1049 Royer David James PhD 4 Cantwell Emily D. MEd 3 https://orcid.org/0000-0003-3775-9013 Common Eric Alan PhD 5 Buckman Mark Master of Science (Education) 3 1 The California State University, Los Angeles, USA 2 Arizona State University, Tempe, USA 3 The University of Kansas, Lawrence, USA 4 University of Hawaiʻi at Mānoa, Honolulu, USA 5 University of Michigan, Flint, USA Holly M. Menzies, The California State University, 5151 State University Drive, Los Angeles, CA 90032, USA. Email: hmenzie@calstatela.edu 12 2019 0741932519896860 {\textcopyright} Hammill Institute on Disabilities 2019 2019 Hammill Institute on Disabilities This study examined perceptions of teachers who implemented a tiered system of support, the comprehensive, integrated, three-tiered (Ci3T) model of prevention. We reported findings of four focus groups with a total of 18 elementary teachers who implemented Ci3T for 2 years. While the Ci3T model comprised elements addressing academics, behavior, and social-emotional learning, teachers were predominately concerned with issues related to students{\textquoteright} behavior. Teachers reported difficulty moving from reactive to proactive classroom management approaches theoretically grounded in behavioral principles. qualitative study comprehensive integrated three-tiered model punishment reinforcement school reform discipline multitiered systems of support Institute of Education Sciences https://doi.org/10.13039/100005246 R305H150018 edited-state corrected-proof typesetter ts1 Associate Editor: Melinda Leko Authors{\textquoteright} Note Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education and such endorsements should not be inferred. Declaration of Conflicting Interests The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Funding The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported in part by an Institute of Education Sciences Partnership Grant (R305H150018). ORCID iDs Holly M. Menzies https://orcid.org/0000-0002-0270-4656 Kathleen Lynne Lane https://orcid.org/0000-0001-6364-838X David James Royer https://orcid.org/0000-0003-2882-1049 Eric Alan Common https://orcid.org/0000-0003-3775-9013 Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported in part by an Institute of Education Sciences Partnership Grant (R305H150018). Publisher Copyright: {\textcopyright} Hammill Institute on Disabilities 2019.",
year = "2021",
month = aug,
doi = "10.1177/0741932519896860",
language = "English (US)",
volume = "42",
pages = "207--219",
journal = "Remedial and Special Education",
issn = "0741-9325",
publisher = "SAGE Publications Inc.",
number = "4",
}