Multi-tiered System Research Articles

КОНЦЕПЦІЯ ЕКОНОМІКИ ВРАЖЕНЬ В РОЗВИТКУ ПІДПРИЄМСТВА РЕСТОРАННОГО БІЗНЕСУ

Враховуючи умови стрімкого розвитку і зростання конкуренції у сфері ресторанного бізнесу постає гостра необхідність в розробці інноваційних підходів до управління розвитком підприємства ресторанного бізнесу у конкурентному середовищі, які повинні містити креативні нововведення підвищення соціальної та емоційної цінності ресторанних послуг для споживача. У статті детально розглянуто теоретичні аспекти концепції економіки вражень, як базового елементу інформаційно- культурного простору людини. Аргументовано співвідношення ресторанної послуги, її цінності з продажем відповідних вражень від неї. Проблемно-порівняльним, формально-логічним та системно- структурним методами проаналізовано питання щодо визначення поняття економіка вражень, шляхом дослідження передумов зміщення акцентів людських уподобань з безпосередньо задоволення фізіологічних потреб у бік відчуттів та вражень, встановлення взаємозв’язку гастрономії і ресторанного бізнесу виявлення основних ціннісних аспектів ресторанної послуги. Результатами дослідження є систематизація груп мотивів відвідування підприємств ресторанного бізнесу споживачем (фізичні, культурні, міжособистісні, статусні) та формування п’ятирівневої моделі управління ресторанною послугою в аспекті розвитку підприємства ресторанного бізнесу, основним елементом якої окремо виділено враження споживача, як ключову цінність ресторанної послуги, яка має синергетичний ефект. Застосування концепції економіки вражень, як елементу маркетингово- орієнтованого управління розвитком підприємств ресторанного бізнесу, стане темою подальших досліджень.

Multi-tiered System of Supports as Collective Work: a (Re)structuring Option for Middle Schools

Multi-tiered System of Supports as Collective Work: a (Re)structuring Option for Middle Schools

Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 2).

As noted in Part 1 of this two-part review, school attendance is an important foundational competency for children and adolescents, and school absenteeism has been linked to myriad short- and long-term negative consequences, even into adulthood. Categorical and dimensional approaches for this population have been developed. This article (Part 2 of a two-part review) discusses compatibilities of categorical and dimensional approaches for school attendance and school absenteeism and how these approaches can inform one another. The article also poses a multidimensional multi-tiered system of supports pyramid model as a mechanism for reconciling these approaches, promoting school attendance (and/or prevention of school absenteeism), establishing early warning systems for nimble response to school attendance problems, assisting with global policy review and dissemination and implementation, and adapting to future changes in education and technology.

Remapping French higher education: towards a multi-tiered higher education system?

The global trend of increasing participation rates, coupled with regional goals to increase participation in higher education, such as the European Union’s Europe 2020 Strategy target of 40% of all young people to hold a tertiary education qualification by 2020, has led to a strain on public resources, and a review of funding priorities in mass higher education systems, in some cases prioritising funding towards an elite. Reforms within European higher education systems have been further prompted by the lacklustre performance of European higher education institutions in international university rankings. The paper aims to contextualise French reforms within the broader European Union agenda for the modernisation of higher education, and its focus on greater differentiation, in order to assess how this has been disseminated and translated in the French context, and how it breaks with the French egalitarian tradition. Through a policy document analysis of French and EU strategies for higher education and research and political communications and data extracted from the Ministry of Higher Education, Research and Innovation’s Excellence Initiatives scheme, the paper seeks to understand whether France is creating a multi-tiered higher education system for which no precedent has existed before. However, because of the sui generis structure of French higher education that makes it difficult to classify within the various structural models of higher education, policy implications for other countries will not be discussed. The French case will provide insights on the converging trends of globalisation, and the agency of institutional carriers such as the European Commission in interpreting and disseminating particular strategies.

Examining the Alignment of Mathematics Instructional Practices and Mathematics Vocabulary between Core and Intervention Materials

AbstractWithin a multitiered system of support (MTSS), students who struggle to learn mathematics often receive core instruction and supplemental intervention in different settings, with different teachers and different sets of curriculum materials, all of which can result in poor alignment. This curriculum crosswalk describes how three sets of materials commonly used to provide core instruction and intervention differ with regard to mathematics practices and vocabulary. The results indicate that there is little overlap among all three programs for the majority (n = 6) of the mathematics practices, and very little overlap in mathematics vocabulary (ranging from 6.3 to 24 percent). We also provide a set of research‐based instructional recommendations intended to help teachers address gaps and improve alignment of core instruction and intervention.

A Guide to Co-Teaching for the SLP: A Tutorial

Co-teaching is when two or more people share instructional responsibility for all of the students assigned to them. There are many benefits to students when speech–language pathologists (SLPs) participate in co-teaching relationships with other educators and specialists by working on functional goals in the natural environment of the classroom. With co-teaching, SLPs are able to provide services to students who are eligible for special education and also support their school community through a model of multitiered system of support for all children. The purpose of this tutorial is to provide SLPs with a rationale for collaborative interventions and co-teaching, information about the four co-teaching approaches, planning and collaboration issues partners need to address, and tips for success.

Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1).

School attendance is an important foundational competency for children and adolescents, and school absenteeism has been linked to myriad short- and long-term negative consequences, even into adulthood. Many efforts have been made to conceptualize and address this population across various categories and dimensions of functioning and across multiple disciplines, resulting in both a rich literature base and a splintered view regarding this population. This article (Part 1 of 2) reviews and critiques key categorical and dimensional approaches to conceptualizing school attendance and school absenteeism, with an eye toward reconciling these approaches (Part 2 of 2) to develop a roadmap for preventative and intervention strategies, early warning systems and nimble response, global policy review, dissemination and implementation, and adaptations to future changes in education and technology. This article sets the stage for a discussion of a multidimensional, multi-tiered system of supports pyramid model as a heuristic framework for conceptualizing the manifold aspects of school attendance and school absenteeism.

Implications of Emerging Educational Reforms for Individuals With Severe Disabilities

We summarize three changes in education that have direct relevance for the education of students with severe disabilities: (a) adoption of multi-tiered system of supports as a framework for intervention, (b) delivering educational reform at the “whole school” level, and (c) advances in information technology that are altering the type and utility of data available not just for policy making but for day-to-day decision making in schools. The opportunities that arise from these three changes hold promise for improving the education of students with severe disabilities, but only if educators, advocates, and decision makers capture and shape how these changes are applied.

Effect of Implementation of Cardiopulmonary Resuscitation-Targeted Multi-Tier Response System on Outcomes After Out-of-Hospital Cardiac Arrest: A Before-and-After Population-Based Study

Objective: A multi-tiered response (MTR) system has been controversial in terms of cost-effectiveness and outcome improvement. It remains uncertain whether a cardiopulmonary resuscitation (CPR)-targeted tiered response system is associated with better outcomes after out-of-hospital cardiac arrest (OHCA). This study aimed to investigate the effect of an MTR on OHCA outcomes. Methods: A natural experimental study was conducted for resuscitation-attempted adult OHCAs. The MTR system was implemented in Korea by the National Fire Agency in 2015 across the country where the single-tiered ambulance response system existed. The MTR program had the following 3 components: 1) detection of OHCA by dispatcher, 2) dispatch of ambulance or fire engine in addition to routine dispatch of ambulance, and 3) performance of team CPR. The study period of 2015–2016 was divided by 6 months (phases I [reference], II, III, and IV). The endpoints were prehospital defibrillation, prehospital return of spontaneous circulation (PROSC), survival to discharge and good neurological recovery. A multivariable logistic regression analysis was performed to evaluate the effect of the intervention, and adjusted odds ratios (AORs) with 95% confidence intervals (CIs) were calculated, adjusting for potential confounders. Results: A total of 32,663 eligible OHCA cases were evaluated during the study period. As the intervention program spread, the MTR with ambulance increased (from 7.0% in phase I to 53.7% in phase IV, p for trend < 0.01). During the study period, prehospital defibrillation increased from 23.6% in phase I to 26.9% in phase IV and the study outcome was improved from 7.4 to 12.6% for PROSC, from 6.7 to 9.1% for survival to discharge, and from 4.5 to 5.8% for good neurological outcome (p for trend < 0.01 for all). Compared with phase I, the AORs (95% CI) of phase IV were 1.16 (1.08–1.25) for prehospital defibrillation, 1.82 (1.63–2.04) for PROSC, 1.37 (1.21–1.56) for survival to discharge, and 1.23 (1.06–1.43) for good neurological outcome. Conclusion: The nationwide implementation of a multi-tiered response system for OHCA was associated with increased prehospital defibrillation and improved outcomes of OHCA patients.

The multi-tiered medical education system and its influence on the health care market\u2014China\u2019s Flexner Report

BackgroundMedical education is critical and the first step to foster the competence of a physician. Unlike developed countries, China has been adopting a system of multi-tiered medical education to training physicians, which is featured by the provision of an alternative lower level of medical practitioners, or known as a feldsher system since the 1950s. This study aimed to illustrate the impact of multi-tiered medical education on both the equity in the delivery of health care services and the efficiency of the health care market.MethodsBased on both theoretical reasoning and empirical analysis, this paper documented evidence upon those impacts of the medical education system.ResultsFirst, the geographic distribution of physicians in China is not uniform across physicians with different educational training. Second, we also find the evidence that high-educated doctors are more likely to be hired by larger hospitals, which in turn add the fuel to foster the hospital-center health care system in China as patients choose large hospitals to chase good doctors. Third, through the channels of adverse selection and moral hazard, the heterogeneity in medical education also imposes costs to the health care market in China.DiscussionOverall, the three-tiered medical education system in China is a standard policy trade-off between quantity and quality in training health care professionals. On the one hand, China gains the benefit of increasing the supply of health care professionals at lower costs. On the other hand, China pays the price for keeping a multi-tiered medical education in terms of increasing inequality and efficiency loss in the health care sector. Finally, we discuss the potential policy options for China to mitigate the negative impact of keeping a multi-tiered medical education on the performance of health care market.

Examining the Technical Adequacy of the Social, Academic, and Emotional Behavior Risk Screener

Many schools attempt to identify and service students at risk for poor mental health outcomes within a multi-tiered system of support (MTSS). Universal screening within a MTSS requires technically adequate tools. The Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) has been put forth as a technically adequate screener. Researchers have examined the factor structure, diagnostic accuracy, criterion validity, and internal consistency of SAEBRS data. However, previous research has not examined its temporal stability or replicated the criterion validity results with a racially/ethnically diverse urban elementary school sample. This study examined the test–retest reliability, convergent validity, and predictive validity of teacher-completed SAEBRS ratings with racially/ethnically diverse group students enrolled in first through fifth grade in an urban elementary school. Reliability analyses resulted in significant test–retest reliability coefficients across four weeks for all SAEBRS scales. Furthermore, nonsignificant paired samples t tests were observed with the exception of the third-grade Emotional subscale. Validity analyses yielded significant concurrent and predictive Pearson correlation coefficients between SAEBRS ratings, oral reading fluency, and office discipline referrals. Limitations and implications of the results are discussed.

Peer Interventions for Students With Autism Spectrum Disorder in School Settings: Introduction to the Special Issue

Federal legislation protects the rights of students with autism spectrum disorder (ASD) to be educated alongside typically developing peers in inclusive settings. The majority of students with ASD are educated with typically developing peers for at least 40% of the instructional school day; however, students with ASD can experience peer difficulties within these settings. The purpose of this special issue is to highlight the role of peer interventions in improving various aspects of functioning for students with ASD. In this article, we introduce and review the evidence base supporting the value of peer interventions for students with ASD. We situate peer interventions within a general multitiered system of support and align interventions in the special issue with each tier. We conclude our introduction by highlighting findings from investigations contributing to the special issue. Across this special issue, the authors identify barriers to implementation of peer interventions within school settings and their potential solutions.

Treating Pediatric Chronic Pain in Schools: A Primer for School Psychologists

Limited attention has been devoted in school psychology training programs to students with chronic health conditions. School psychologists are situated to provide behavioral and mental health services to students with chronic health conditions. The focus of this report is on pediatric chronic pain. Pediatric chronic pain is prevalent and can be debilitating, putting students at significant risk for adverse personal, social, and academic outcomes. This primer is designed to educate school psychologists about pediatric chronic pain, within the context of the biopsychosocial model of chronic pain, and to highlight the necessary components of a comprehensive model of intervention for students with pediatric chronic pain. Examples of interventions that can be provided within a school setting are presented in the framework of a multitiered system of support.

Sustaining a Multitiered System of Supports for English Learners in Rural Community Elementary Schools

A 5-year model demonstration project designed to improve literacy instruction and special education referrals for English learners (ELs) in grades K–3 in three rural community elementary schools was completed with specific attention to sustainability 1 year after implementation. The model, which was developed and implemented through a university–school district collaborative partnership, incorporated sustainability as a critical component. Findings show that the sustainability component (a) embedded into project development, (b) periodically revisited during project implementation, and (c) personalized by participating schools developing their own sustainability plans proved to be a successful approach to maintaining select literacy best practices and improved referrals of ELs. A minimum of 80% of classroom teacher participants reported 1 year after project implementation that key aspects of the project continued to be beneficial or very beneficial for delivering their classroom instruction to ELs. Each of the five multitiered system of supports (MTSS) for EL model components was somewhat addressed, with several being mostly addressed 1 year after implementation in all three elementary schools. Also, the culturally and linguistically responsive referral was maintained. Project sustainability findings are shared and discussed along with recommendations for educators to apply in their MTSS models in rural elementary schools with high populations of ELs with and without disabilities.

Studies in MTSS Problem Solving: Improving Response to a Pre-Kindergarten Supplemental Vocabulary Intervention

A tenet of the Multi-Tiered System of Supports (MTSS) is that even evidence-based interventions will not be effective with all children. We examined preschool children’s response to a supplemental literacy intervention ( Story Friends) in two classrooms. Children with weak vocabulary skills were identified and received the intervention. The extremes in children’s response to Story Friends ranged from highly effective to very ineffective. In one classroom, three children who were not responsive to Story Friends received additional intervention components. Two of these children acquired new vocabulary words at rates comparable to highly responsive peers receiving Story Friends only, and greater than peers in both classrooms not receiving additional support. The third child was dropped due to refusal to attend sessions. Children’s lack of learning the control words demonstrated that their progress on the taught words was not due simply to listening to the words read in the stories.

Culturally and Linguistically Responsive Mathematics Instruction for English Learners in Multitiered Support Systems: PLUSS Enhancements

This study examined the impact of linguistic and cultural enhancements to evidence-based mathematics instruction within a multitiered support system for English learners. The study employed a single subject changing criterion design for four fourth-grade students who were English learners with or at risk of a learning disability diagnosis in mathematics. Dual dependent variables were mathematics vocabulary acquisition and application in story problems. Student performance on identifying the correct mathematics vocabulary words when given the definition was measured across baseline and four phases of intervention. Students were also assessed on their ability to complete story problems that contained the target vocabulary. At each phase of the intervention, students showed an increase in performance on both vocabulary words correctly identified and story problems correctly completed. Implications for practice and future directions for research are discussed.

A Practical Guide to Improving School Climate in High Schools

Research focusing on school climate has shown that healthy, safe, and positive school environments are associated with improved psychological, social, behavioral, and academic outcomes for secondary students. For this reason, it is important for schools to understand how to improve perceptions of school climate through effective, evidence-based interventions. Despite the importance of school climate, secondary schools continue to struggle to implement evidence-based interventions that may improve school climate in these settings. The purpose of this guide is to provide a practical step-by-step guide for improving school climates in high schools within a multitiered system of support (MTSS) framework, specifically focusing on how to use the critical features of MTSS (i.e., outcomes, data, practices, systems) to support effective implementation.

Addressing Student Internalizing Behavior Through Multi-tiered System of Support

Addressing Student Internalizing Behavior Through Multi-tiered System of Support

Multi-tiered Systems of Support for School-Based Mental Health: A Systematic Review of Depression Interventions

Despite the prevalence and negative consequences of depressive disorders among youth, as well as the need for schools to adopt and implement a continuum of mental health services to address depressive disorders, school mental health providers receive very limited guidance in the selection and application of appropriate evidence-based depression prevention and intervention programs for use within a school-based multi-tiered system of support (MTSS). With the goal of supporting school-based mental health providers in the delivery of evidence-based practices targeting depressive symptoms among youth within a MTSS framework, the following study sought to conduct a critical review of the existing school-based prevention and intervention programming for depressive disorders for youth. A systematic, four-stage review was performed from which 119 studies examining 57 unique programs were identified. A review of the studies, including presentation of various participant (e.g., age, grade, ethnicity), study (e.g., control group, randomization), and program (e.g., primary focus, findings, MTSS tier) characteristics, is included. Implementation considerations review and future directions for research are discussed.

Research–Practice Partnership: Application to Implementation of Multitiered System of Supports in Early Childhood Education

Purpose Research–practice partnerships (RPPs) offer a tool for identifying, generating, and implementing evidence-based strategies that improve practice, policies, and client outcomes. We offer a description of RPPs and elements that facilitate successful utilization. The origin of RPPs, various approaches, and anticipated barriers are discussed. We illustrate some of the challenges and rewards of establishing an RPP using an example of a project that sought to implement a multitiered system of supports among a variety of early childhood education classrooms in a large urban school district. Method A planning/leadership team established objectives and used surveys, focus groups, classroom observations, professional development records, and student outcome data to inform decision making. Results The district's progress in implementing multitiered system of supports in early childhood and ways in which implementation plans were modified as a result of data-based decision making are described. A number of unexpected obstacles interfered with original plans, requiring significant revisions in our theory of change and new strategies to overcome challenges. Conclusion This illustration helps elucidate critical elements of RPPs and highlights their applicability to researchers and practitioners in communication sciences and disorders.