Getting "SMART" about implementing multi-tiered systems of support to promote school mental health. (February 2018)

• Record Type: Journal Article
• Authors: August, Gerald J.; Piehler, Timothy F.; Miller, Faith G.
• Is Part Of: Journal of school psychology. Volume 66(2018)
• Page Start: 85
• Page End: 96
• Publication Date: 2018-02
• Subjects: Multi-tiered Systems of Support -- SMART -- Adaptive treatment strategies -- Behavioral support; School psychologists -- Periodicals; School psychology -- Periodicals; Psychology -- Periodicals; School Health Services -- Periodicals; Psychologues scolaires -- Périodiques; Child psychology -- Periodicals; Psychologie scolaire -- Périodiques; Onderwijspsychologie; School psychologists; School psychology; Periodicals; 155.405
• DOI: 10.1016/j.jsp.2017.10.001
• Languages: English
• ISSNs: 0022-4405

Abstract

Abstract: With the growing adoption and implementation of multi-tiered systems of support (MTSS) in school settings, there is increasing need for rigorous evaluations of adaptive-sequential interventions. That is, MTSS specify universal, selected, and indicated interventions to be delivered at each tier of support, yet few investigations have empirically examined the continuum of supports that are provided to students both within and across tiers. This need is compounded by a variety of prevention approaches that have been developed with distinct theoretical foundations (e.g., Positive Behavioral Interventions and Supports, Social-Emotional Learning) that are available within and across tiers. As evidence-based interventions continue to flourish, school-based practitioners greatly need evaluations regarding optimal treatment sequencing. To this end, we describe adaptive treatment strategies as a natural fit within the MTSS framework. Specifically, sequential multiple assignment randomized trials (SMART) offer a promising empirical approach to rigorously develop and compare adaptive treatment regimens within this framework.