TY - JOUR
T1 - Multi-tiered systems of educator professional development
T2 - a systematic literature review of responsive, tiered professional development models
AU - Bloomfield, Bradley S.
AU - Fox, Russell A.
AU - Leif, Erin S.
N1 - Publisher Copyright:
© Hammill Institute on Disabilities 2024.
PY - 2024/7
Y1 - 2024/7
N2 - Teachers and clinicians report feeling underprepared to implement evidence-based behavior supports. As such, effective models of professional development that lead to improved outcomes for all individuals are required. Critical components of high-quality professional development include explicit instruction, modeling, practice, direct feedback, and, potentially, individual coaching. However, delivering all components may be resource intensive. Professional development approaches that extend the tiered logic of multi-tiered systems of support to adult learning may address these challenges. In such models, universal professional development is provided to whole-staff groups on specific skills using explicit instruction, modeling, practice, and feedback. Data are then collected and used to inform targeted, individualized supports. The current systematic literature review addressed a gap in the literature by identifying, summarizing, and appraising 20 published studies that examined tiered, responsive professional development models. While consistent practices were identified (e.g., group didactic training at Tier 1 and coaching at Tiers 2 and 3), the form and shape of specific interventions at each tier differed across studies. The same was observed in the data-based decision-making processes employed to determine the need for additional trainee support. Practical implications to inform the ongoing examination of tiered responsive professional development models are discussed.
AB - Teachers and clinicians report feeling underprepared to implement evidence-based behavior supports. As such, effective models of professional development that lead to improved outcomes for all individuals are required. Critical components of high-quality professional development include explicit instruction, modeling, practice, direct feedback, and, potentially, individual coaching. However, delivering all components may be resource intensive. Professional development approaches that extend the tiered logic of multi-tiered systems of support to adult learning may address these challenges. In such models, universal professional development is provided to whole-staff groups on specific skills using explicit instruction, modeling, practice, and feedback. Data are then collected and used to inform targeted, individualized supports. The current systematic literature review addressed a gap in the literature by identifying, summarizing, and appraising 20 published studies that examined tiered, responsive professional development models. While consistent practices were identified (e.g., group didactic training at Tier 1 and coaching at Tiers 2 and 3), the form and shape of specific interventions at each tier differed across studies. The same was observed in the data-based decision-making processes employed to determine the need for additional trainee support. Practical implications to inform the ongoing examination of tiered responsive professional development models are discussed.
KW - data analysis
KW - literature review
KW - multi-tiered system of support
KW - single-case design studies
KW - training
UR - http://www.scopus.com/inward/record.url?scp=85185963024&partnerID=8YFLogxK
U2 - 10.1177/10983007231224028
DO - 10.1177/10983007231224028
M3 - Review Article
AN - SCOPUS:85185963024
SN - 1098-3007
VL - 26
SP - 168
EP - 188
JO - Journal of Positive Behavior Interventions
JF - Journal of Positive Behavior Interventions
IS - 3
ER -