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Capacity Development and Multi-Tiered Systems of Support: Guiding Principles*

Published online by Cambridge University Press:  16 November 2016

George Sugai ,
Brandi Simonsen ,
Jennifer Freeman  and
Tamika La Salle
George Sugai*
Affiliation:
University of Connecticut, Storrs, CT, USA
Brandi Simonsen
Affiliation:
University of Connecticut, Storrs, CT, USA
Jennifer Freeman
Affiliation:
University of Connecticut, Storrs, CT, USA
Tamika La Salle
Affiliation:
University of Connecticut, Storrs, CT, USA
*
Correspondence: George Sugai, Center for Behavioral Education & Research, Neag School of Education, University of Connecticut, Storrs, CT, USA. Email: george.sugai@uconn.edu
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Abstract

Implementation of multi-tiered systems of support is occurring within and across a number of countries with an increased recent focus on the development of local system capacity to maintain high levels of practice implementation fidelity. The purpose of this paper is to describe the importance of local capacity development in the high fidelity and sustained implementation of empirically supported practices within a multi-tiered system of support. After we describe the rationale for, and descriptions of, capacity development and multi-tiered systems of support, we (a) present a framework for the development of implementation capacity, (b) emphasise guiding concepts and principles, and (c) use positive behavioural interventions and supports as an example of a capacity development framework. We conclude with implications and recommendations.

Keywords

evidence-based practicesimplementation capacity developmentmulti-tiered systems of supportpositive behavioural interventions and supportsimplementation fidelity and sustainabilityapplied behaviour analysis
Type
Original Articles
Information
Australasian Journal of Special Education , Volume 40 , Issue 2 , December 2016 , pp. 80 - 98
Copyright
Copyright © The Author(s) 2016 

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Footnotes

*

This manuscript was accepted under the Editorship of Michael Arthur-Kelly.

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