Research conducted to date has highlighted barriers to initial adoption of universal behavior screening in schools. However, little is known regarding the experiences of those implementing these procedures and there have been no studies conducted examining the experiences of educators in different stages of implementing various tiered systems of supports. Universal screening is foundational to a successful Comprehensive, Integrated Three-Tiered (Ci3T) model of prevention—an integrated tiered system addressing academics, behavior, and social and emotional well-being. Therefore, the perspectives of Ci3T Leadership Team members at different stages of Ci3T implementation were solicited through an online survey that sought to understand (1) current school-based screening practices and (2) individual beliefs regarding those practices. A total of 165 Ci3T Leadership Team members representing five school districts from three geographic regions across the United States, all of whom were participating in an Institute of Education Sciences Network grant examining integrated tiered systems, reported the screening procedures were generally well-understood and feasible to implement. At the same time, results highlighted continuing professional learning may be beneficial in the areas of: (1) integrating multiple sources of data (e.g., screening data with other data collected as regular school practices) and (2) using those multiple data sources to determine next steps for intervention. We discuss educational implications, limitations, and directions for future inquiry.

迄今为止进行的研究凸显了学校初步采用普遍行为筛查的障碍。然而，人们对实施这些程序的经验知之甚少，也没有进行研究来检验教育工作者在实施各种分层支持系统的不同阶段的经验。普遍筛查是成功的综合、综合三层 (Ci3T) 预防模式的基础，这是一个解决学业、行为、社会和情感健康的综合分层系统。因此，通过在线调查征求了 Ci3T 领导团队成员在 Ci3T 实施的不同阶段的观点，该调查旨在了解 (1) 当前基于学校的筛查实践和 (2) 个人对这些实践的看法。代表美国三个地理区域的五个学区的总共 165 名 Ci3T 领导团队成员均参与了教育科学研究所网络拨款审查综合分层系统，他们表示筛选程序总体上易于理解且可行来实施。与此同时，结果强调持续专业学习可能有益于以下领域：(1) 整合多个数据源（例如，将数据与常规学校实践中收集的其他数据进行筛选），以及 (2) 使用这些多个数据源确定下一步的干预措施。我们讨论教育意义、局限性和未来探究的方向。