Early Childhood Teachers’ Inclusion in Their Elementary School’s Social-Emotional Multitiered System of Supports: A Mixed Methods Study

• Published in: Journal of positive behavior interventions Vol. 25; no. 2; pp. 95 - 107
• Main Authors: Steed, Elizabeth A., Leech, Nancy L., Shapland, Dorothy
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.04.2023; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Between-subjects design; Early Childhood Teachers; Elementary School Teachers; Inclusion; Mixed methods research; Preschool children; Preschool Teachers; Social Emotional Learning; Variance analysis; Young Children; Colorado; school-wide PBIS; elementary schools; social-emotional MTSS; early childhood

In this mixed methods study, we used a state-wide survey to explore the perceptions of 936 preschool through second-grade teachers about inclusion in their elementary school’s social-emotional multitiered system of supports (MTSS). Overall, early childhood teachers reported feeling included in their...