Teachers and clinicians report feeling underprepared to implement evidence-based behavior supports. As such, effective models of professional development that lead to improved outcomes for all individuals are required. Critical components of high-quality professional development include explicit instruction, modeling, practice, direct feedback, and, potentially, individual coaching. However, delivering all components may be resource intensive. Professional development approaches that extend the tiered logic of multi-tiered systems of support to adult learning may address these challenges. In such models, universal professional development is provided to whole-staff groups on specific skills using explicit instruction, modeling, practice, and feedback. Data are then collected and used to inform targeted, individualized supports. The current systematic literature review addressed a gap in the literature by identifying, summarizing, and appraising 20 published studies that examined tiered, responsive professional development models. While consistent practices were identified (e.g., group didactic training at Tier 1 and coaching at Tiers 2 and 3), the form and shape of specific interventions at each tier differed across studies. The same was observed in the data-based decision-making processes employed to determine the need for additional trainee support. Practical implications to inform the ongoing examination of tiered responsive professional development models are discussed.

中文翻译：

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教育工作者专业发展的多层系统：响应式、分层专业发展模型的系统文献综述

教师和临床医生表示，他们感觉没有准备好实施基于证据的行为支持。因此，需要有效的职业发展模型来改善所有人的成果。高质量专业发展的关键组成部分包括明确的指导、建模、实践、直接反馈以及潜在的个人辅导。然而，交付所有组件可能会占用大量资源。将多层支持系统的分层逻辑扩展到成人学习的专业发展方法可能会解决这些挑战。在此类模型中，通过明确的指导、建模、实践和反馈，向全体员工群体提供特定技能的通用专业发展。然后收集数据并用于为有针对性的个性化支持提供信息。当前的系统文献综述通过识别、总结和评估 20 项已发表的研究来弥补文献中的空白，这些研究检验了分层的、响应式的专业发展模型。虽然确定了一致的做法（例如，第 1 层的小组教学培训和第 2 层和第 3 层的辅导），但每个层的具体干预措施的形式和形式在不同研究中有所不同。在用于确定是否需要额外实习生支持的基于数据的决策过程中也观察到了同样的情况。讨论了为正在进行的分层响应式专业发展模型检查提供的实际意义。