Social Validity and Tier 1 Practices in High Schools

In this dissertation study, we investigated the social validity of Tier 1 practices within tiered systems, with specific foci on the Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention and the high school context. Specifically, we began by outlining the challenges associated with implementing Tier 1 practices, particularly within high schools, and how social validity may be a potential solution to these challenges (Chapter 1). Then, we described a literature review in which we mapped the literature on social validity in high school settings (Chapter 2). Next, we described the method of a descriptive study to examine the relation of school level (i.e., elementary, middle, high school) on educator ratings of social validity of Tier 1 practices within Ci3T schools at the fall and spring timepoints during the first year of implementing a Ci3T model. Additionally, we investigated how educator characteristics (i.e., school level, gender, age, role, years of experience, highest degree earned, and training on classroom management, academic screening, and/or behavior screening) and initial social validity ratings predicted social validity ratings of Tier 1 practices in the spring (Chapter 3). We concluded the dissertation study by describing results of our analyses (Chapter 4) and describing how the results connected to the literature and point to future directions for researchers and practitioners (Chapter 5).

Grantor dc:publisher

University of Kansas

Year dc:date.issued

2021

Author dc:creator

• Allen, Grant

Advisor dc:contributor.advisor

• Lane, Kathleen L

• Special education
• Ci3T
• High School
• PBIS
• Social Validity
• Tier 1

Statement dc:rights

• Copyright held by the author.

Language dc:language.iso

en

Dc Identifier Other

http://dissertations.umi.com/ku:17971

OAI identifier oai:identifier

oai:kuscholarworks.ku.edu:1808/38261