Getting “SMART” about implementing multi-tiered systems of support to promote school mental health

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

With the growing adoption and implementation of multi-tiered systems of support (MTSS) in school settings, there is increasing need for rigorous evaluations of adaptive-sequential interventions. That is, MTSS specify universal, selected, and indicated interventions to be delivered at each tier of support, yet few investigations have empirically examined the continuum of supports that are provided to students both within and across tiers. This need is compounded by a variety of prevention approaches that have been developed with distinct theoretical foundations (e.g., Positive Behavioral Interventions and Supports, Social-Emotional Learning) that are available within and across tiers. As evidence-based interventions continue to flourish, school-based practitioners greatly need evaluations regarding optimal treatment sequencing. To this end, we describe adaptive treatment strategies as a natural fit within the MTSS framework. Specifically, sequential multiple assignment randomized trials (SMART) offer a promising empirical approach to rigorously develop and compare adaptive treatment regimens within this framework.

Original languageEnglish (US)
Pages (from-to)85-96
Number of pages12
JournalJournal of School Psychology
Volume66
DOIs
StatePublished - Feb 1 2018

Fingerprint

School Health Services
Mental Health
mental health
school
Therapeutics
evaluation
Learning
Students
learning
evidence
student

Keywords

  • Adaptive treatment strategies
  • Behavioral support
  • Multi-tiered Systems of Support
  • SMART

PubMed: MeSH publication types

  • Journal Article
  • Research Support, N.I.H., Extramural

Cite this

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