School-wide, multi-tiered systems of support are increasingly incorporating effective, low-intensity strategies (e.g., behavior-specific praise, choice, precorrection) into their Tier 1 (universal) practices. For some teachers, additional coaching may be needed to promote the use of these strategies. This study applied a tiered approach to supporting early childhood education educators’ use of behavioral strategies by providing email coaching with targeted examples, praise for strategy use, goal setting and visual performance feedback (Tier 2), and if needed, vibratory prompting in addition to Tier 2 supports (Tier 3). Results suggest a functional relation between the intervention and educators’ use of BSP and choice. One teacher required Tier 3 supports to reach goal-level implementation of BSP. Treatment fidelity and social validity data suggest the utility of this tiered approach. Limitations and future directions are discussed.

中文翻译：

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使用分层方法来支持幼儿教育者的行为策略使用

全校范围的多层支持系统越来越多地将有效的，低强度的策略（例如，针对特定行为的表扬，选择，预矫正）纳入其第1层（通用）实践中。对于某些老师，可能需要额外的指导来促进这些策略的使用。这项研究通过向电子邮件教练提供针对性的示例，对策略使用的称赞，目标设定和视觉效果反馈（方法2）以及必要时的振动提示（除了第二种方法之外），还采用了一种分层的方法来支持幼儿教育者的行为策略。第2层支持（第3层）。结果表明干预与教育工作者对BSP的使用和选择之间存在功能关系。一位老师需要Tier 3支持才能达到BSP的目标级别实施。治疗保真度和社会有效性数据表明该分层方法的实用性。讨论了局限性和未来方向。