Abstract

To fully execute multitiered systems of support (MTSS), schools must have access to screening and progress monitoring measures that are defensible and appropriate for intended use yet also must be usable within the intended context. Usability is the extent to which a measure, process, or system is acceptable and can be feasibly used by stakeholders to achieve intended goals. The current study systematically reviewed the prevalence of usability research for school-based screening and progress monitoring of social, emotional, and behavioral (SEB) domains. Results found a lack of studies specifically evaluating features of usability; most articles focused on results related to appropriateness for intended use and technical adequacy. For articles that did evaluate usability, the majority examined teacher perception of feasibility and acceptability. Further, the majority of measures provided some explication of support for tiered problem solving (e.g., assessing SEB functioning at the population level, monitoring student response to targeted/intensive intervention) and did not provide an explicit link between screening and progress monitoring measures. Overall, results highlight a need for greater emphasis on research evaluating the usability of SEB measures for use within an MTSS system.

摘要

为了充分执行多层次的支持系统 (MTSS)，学校必须能够使用合理且适用于预期用途的筛选和进度监控措施，但也必须在预期环境中可用。可用性是度量、过程或系统可接受的程度，并且利益相关者可以可行地使用以实现预期目标。目前的研究系统地回顾了可用性研究在基于学校的筛选和社会、情感和行为 (SEB) 领域的进度监测方面的普遍性。结果发现缺乏专门评估可用性特征的研究；大多数文章侧重于与预期用途的适当性和技术充分性有关的结果。对于确实评估可用性的文章，大多数人检查了教师对可行性和可接受性的看法。此外，大多数措施为分层问题解决提供了一些支持（例如，在人群层面评估 SEB 功能，监测学生对有针对性/强化干预的反应），并没有提供筛查和进度监测措施之间的明确联系。总体而言，结果强调需要更加重视评估 SEB 措施在 MTSS 系统中使用的可用性的研究。