ABSTRACT

Tiered response models encourage a proactive approach to identification of social-emotional needs and intervention. However, schools experience barriers to adopting and implementing such models that use data to allocate interventions. The current study examines the utility of a universal social-emotional learning (SEL) screening system embedded in an empowerment evaluation framework to improve intervention receipt. Teachers at two primary elementary schools rated all students with an SEL screening system in a tiered response model. The intervention school received screening results with empowerment evaluation supports while the comparison school did not receive screening results and proceeded with intervention decision-making as usual. Intervention receipt results were analyzed with chi-square tests and descriptive comparisons. The intervention school served a greater number of students with interventions, was more likely to intervene for students with SEL need, and implemented a greater number of small-group interventions than the comparison school. Limitations and future directions are discussed.

摘要

分层的响应模型鼓励采用主动方法来识别社会情感需求和干预。但是，学校在采用和实施使用数据分配干预措施的模型时遇到障碍。本研究研究了嵌入在赋权评估框架中以改善干预效果的通用社会情感学习（SEL）筛查系统的实用性。两所小学的老师在所有学生中均采用了SEL筛选系统，采用分层响应模型。干预学校接受了赋权评估支持的筛查结果，而对比学校没有接受筛查结果，而是照常进行干预决策。干预接受结果通过卡方检验和描述性比较进行分析。与比较学校相比，干预学校为更多的学生提供了干预服务，更可能干预有SEL需求的学生，并实施了更多的小组干预。讨论了局限性和未来方向。