تطبيق أنظمة الدعم متعددة المستويات مع الطلاب ذوي الاضطرابات السلوكية والانفعالية في مدارس التعليم العام
(دراسة وصفية تحليلية)
الكلمات المفتاحية:
أنظمة الدعم متعددة المستويات، الطلاب ذوي الاضطرابات السلوكية، مدارس التعليم العام
الملخص
لقد أثبتت أنظمة الدعم المتعددة المستويات فعاليتها وكفاءتها بسبب تركيزها الوقائي والتعليمي. وتُعرف هذه الأنظمة؛ بالأطر والإجراءات التي تقوم المدارس بتقديمها لجميع الطلاب ومنهم ذوي الاضطرابات السلوكية والانفعالية من أجل مساعدتهم على التحسّن والنجاح. ومن هذه الأنظمة: نظام الاستجابة للتدخل Response To Intervention, RTI)) للجوانب الأكاديمي، ونظام دعم السلوك الإيجابي(Positive Behavioral Intervention and Support, PBIS) الذي يُركز على الجوانب السلوكية والذي تم التركيز عليه في هذه الدراسة؛ بسبب فاعليته مع طلاب التعليم العام والطلاب المعرضين للاضطرابات الانفعالية والسلوكية بشكل خاص. وعلى الرغم من وجود أبحاث ذات جودة في هذا المجال؛ إلا أن هناك حاجة إلى جهد أكبر للمزيد من الأبحاث والتطبيقات العملية، لاسيما على مستوى البحوث العربية. ولقد هدفت هذه الدراسة الى تقديم تعريف بمفهوم نظام الدعم متعدد المستويات، وإيضاح التطور التاريخي والقانوني له. وذكر أهمّيته بالإضافة الى كيف نستفيد منه في مدارسنا بالتعليم العام وبرامج التربية الخاصة ومع الطلاب ذوي الاضطرابات السلوكية والانفعالية. كما سيتم توضيح متطلبات تنفيذه في مدارس التعليم العام، والمعيقات التي تحول دون تنفيذه. وأخيراً ستقدم هذه الدراسة توصيات بخصوص تطبيق نظام الدعم متعدد المستويات في مدارس التعليم العام.
المراجع
1. Aba Hussain, W., & Al-Shuwaier, S. (2019). Faculty members' views on the use of the response to intervention model in learning difficulties programs. Journal of Special Education and Rehabilitation, 28(8), 1–32.
2. Aba Oud, A. A. (2020). The reality of services provided in ADHD programs and their major obstacles in public education schools: A qualitative study. Journal of Educational Sciences, 32(1), 141–158.
3. Al-Habib, A. (2015). Requirements for developing the educational administration system 'Noor' in general education schools in Riyadh City in light of global experiences. Assiut University Journal of Education, 31(4), 264–305.
4. Al-Hussain, A. B. (2018). Attitudes of students of the College of Social Sciences at Imam Muhammad Bin Saud Islamic University toward students with behavioral and emotional disorders. Journal of Educational Sciences, 17, 523–589.
5. Al-Othman, I. B., Bin Rajeh, M. B., Al-Mahzam, M. S., Al-Asimi, F. S., & Al-Qahtani, S. A. (2018). Laws and legislation in special education. Zahraa Publishing and Distribution House.
6. Al-Othman, I. B. (2015). Pre-service teachers' attitudes in the field of special education toward parental participation in light of some variables. Psychology and Education Journal, 49, 29–57.
7. Al-Rifai, A. (2009). Scientific research methods: Administrative and economic applications. Amman: Dar Wael Publishing.
8. Bear, G. G. (2010). School discipline and self-discipline: A practical guide to promoting prosocial student behavior. Guilford Press.
9. Brown-Chidsey, R., & Bickford, R. (2023). Practical guide to multi-tiered systems of support: Tools for guiding instruction and intervention (S. M. Al-Qafari, M. A. Al-Sulaiman, & A. A. Al-Harbi, Trans.). Riyadh: King Saud University Press.
10. Bunting. (2021). Delaware multi-tiered system of support. Retrieved from https://www.doe.k12.de.us/
11. Collaborative for Academic, Social, and Emotional Learning (CASEL). (2022). Fundamentals of SEL. Retrieved from https://casel.org/fundamentals-of-sel/
12. Domitrovich, C. E., Bradshaw, C. P., Greenberg, M. T., Embry, D., Poduska, J. M., & Ialongo, N. S. (2010). Integrated models of school-based prevention: Logic and theory. Psychology in the Schools, 47(1), 71–88. https://doi.org/10.1002/pits.2045
13. Evans, S. W., Schultz, B. K., & DeMars, C. E. (2014). High school based treatment for adolescents with ADHD: Results from a pilot study examining outcomes and dosage. School Psychology Review, 43, 185–202.
14. Fletcher, J. M., & Vaughn, S. (2009). Response to intervention: Preventing and remediating academic difficulties. Pearson.
15. Fuchs, D., & Fuchs, L. S. (2006). Response to intervention (RTI) as a method of identifying students with disabilities. Journal of Learning Disabilities, 39(2), 99–108.
16. Greene, L. (2019). Educators’ perceptions of the process and implementation of a multi-tiered system of supports (MTSS): A case study. Educational Specialist, 157. https://commons.lib.jmu.edu/edspec201019/157.
17. Harn, B., Basaraba, D., Chard, D., & Fritz, R. (2015). The impact of schoolwide prevention efforts: Lessons learned from implementing independent academic and behavior support systems. Learning Disabilities: A Contemporary Journal, 13(1), 3–20.
18. Khalil, Y., & Al-Nahdi, S. (2016). Educational administrative information systems: Noor system for educational administration and its impact on administrative performance efficiency in secondary schools in Jeddah governorate. Aalam, 17, 101–139.
19. Lane, K. L., Menzies, H. M., Oakes, W. P., & Kalberg, J. R. (2012). Comprehensive, Integrated, Three-Tiered (CI3T) Models of Prevention. Guilford Press.
20. McIntosh, K., & Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. Guilford Press.
21. McIntosh, K., & Goodman, S. (2016). Supporting behavior for school success: A step-by-step guide to key strategies. Guilford Press.
22. Ministry of Education. (2019). Equality in education for persons with disabilities. Riyadh: Ministry of Education.
23. Murray, C. (2021). An examination of readiness for response to intervention implementation in a rural school district in North Carolina. Gardner-Webb University.
24. National Center on Intensive Intervention (NCII). (n.d.). Tools and resources for designing and monitoring intensive interventions. Retrieved from https://intensiveintervention.org/
25. Paul, C. A. (2016). Elementary and secondary education act of 1965. Social Welfare History Project. Retrieved from https://socialwelfare.library.vcu.edu/
26. Peterson, D. R. (1961). Behavior problems of middle childhood. Journal of Consulting Psychology.
27. Romer, N., Green, A., & Cox, K. (2018). Educator perceptions of preparedness and professional development for implementation of evidence-based practices within a multi-tiered system of supports. School Mental Health, 10, 122–133. https://doi.org/10.1007/s12310-017-9234-3
28. Ryan, J. B., Pierce, C. D., & Mooney, P. (2008). Evidence-based teaching strategies for students with EBDs. Beyond Behavior, 17(3), 22–29.
29. Sailor, W., Skrtic, T. M., Cohn, M., & Olmstead, C. (2021). Preparing teacher educators for statewide scale-up of multi-tiered system of support (MTSS). Teacher Education and Special Education, 44(1), 24–41.
30. Sugai, G., & Horner, R. H. (2009). Defining and describing schoolwide positive behavior support. Handbook of Positive Behavior Support, 307–326.
31. Wehmeyer, M. L., & Al-Ajmi, N. S. (Trans.). (2020). Research-based practices guide for teaching students with intellectual disabilities. Riyadh: King Saud University Press.
32. Weingarten, Z., Zumeta Edmonds, R., & Arden, S. (2020). Better together: Using MTSS as a structure for building school–family partnerships. Teaching Exceptional Children, 53(2), 122–130.
33. Wexler, N. (2018). The Knowledge Gap: The Hidden Cause of America's Broken Education System—and How to Fix It.
2. Aba Oud, A. A. (2020). The reality of services provided in ADHD programs and their major obstacles in public education schools: A qualitative study. Journal of Educational Sciences, 32(1), 141–158.
3. Al-Habib, A. (2015). Requirements for developing the educational administration system 'Noor' in general education schools in Riyadh City in light of global experiences. Assiut University Journal of Education, 31(4), 264–305.
4. Al-Hussain, A. B. (2018). Attitudes of students of the College of Social Sciences at Imam Muhammad Bin Saud Islamic University toward students with behavioral and emotional disorders. Journal of Educational Sciences, 17, 523–589.
5. Al-Othman, I. B., Bin Rajeh, M. B., Al-Mahzam, M. S., Al-Asimi, F. S., & Al-Qahtani, S. A. (2018). Laws and legislation in special education. Zahraa Publishing and Distribution House.
6. Al-Othman, I. B. (2015). Pre-service teachers' attitudes in the field of special education toward parental participation in light of some variables. Psychology and Education Journal, 49, 29–57.
7. Al-Rifai, A. (2009). Scientific research methods: Administrative and economic applications. Amman: Dar Wael Publishing.
8. Bear, G. G. (2010). School discipline and self-discipline: A practical guide to promoting prosocial student behavior. Guilford Press.
9. Brown-Chidsey, R., & Bickford, R. (2023). Practical guide to multi-tiered systems of support: Tools for guiding instruction and intervention (S. M. Al-Qafari, M. A. Al-Sulaiman, & A. A. Al-Harbi, Trans.). Riyadh: King Saud University Press.
10. Bunting. (2021). Delaware multi-tiered system of support. Retrieved from https://www.doe.k12.de.us/
11. Collaborative for Academic, Social, and Emotional Learning (CASEL). (2022). Fundamentals of SEL. Retrieved from https://casel.org/fundamentals-of-sel/
12. Domitrovich, C. E., Bradshaw, C. P., Greenberg, M. T., Embry, D., Poduska, J. M., & Ialongo, N. S. (2010). Integrated models of school-based prevention: Logic and theory. Psychology in the Schools, 47(1), 71–88. https://doi.org/10.1002/pits.2045
13. Evans, S. W., Schultz, B. K., & DeMars, C. E. (2014). High school based treatment for adolescents with ADHD: Results from a pilot study examining outcomes and dosage. School Psychology Review, 43, 185–202.
14. Fletcher, J. M., & Vaughn, S. (2009). Response to intervention: Preventing and remediating academic difficulties. Pearson.
15. Fuchs, D., & Fuchs, L. S. (2006). Response to intervention (RTI) as a method of identifying students with disabilities. Journal of Learning Disabilities, 39(2), 99–108.
16. Greene, L. (2019). Educators’ perceptions of the process and implementation of a multi-tiered system of supports (MTSS): A case study. Educational Specialist, 157. https://commons.lib.jmu.edu/edspec201019/157.
17. Harn, B., Basaraba, D., Chard, D., & Fritz, R. (2015). The impact of schoolwide prevention efforts: Lessons learned from implementing independent academic and behavior support systems. Learning Disabilities: A Contemporary Journal, 13(1), 3–20.
18. Khalil, Y., & Al-Nahdi, S. (2016). Educational administrative information systems: Noor system for educational administration and its impact on administrative performance efficiency in secondary schools in Jeddah governorate. Aalam, 17, 101–139.
19. Lane, K. L., Menzies, H. M., Oakes, W. P., & Kalberg, J. R. (2012). Comprehensive, Integrated, Three-Tiered (CI3T) Models of Prevention. Guilford Press.
20. McIntosh, K., & Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. Guilford Press.
21. McIntosh, K., & Goodman, S. (2016). Supporting behavior for school success: A step-by-step guide to key strategies. Guilford Press.
22. Ministry of Education. (2019). Equality in education for persons with disabilities. Riyadh: Ministry of Education.
23. Murray, C. (2021). An examination of readiness for response to intervention implementation in a rural school district in North Carolina. Gardner-Webb University.
24. National Center on Intensive Intervention (NCII). (n.d.). Tools and resources for designing and monitoring intensive interventions. Retrieved from https://intensiveintervention.org/
25. Paul, C. A. (2016). Elementary and secondary education act of 1965. Social Welfare History Project. Retrieved from https://socialwelfare.library.vcu.edu/
26. Peterson, D. R. (1961). Behavior problems of middle childhood. Journal of Consulting Psychology.
27. Romer, N., Green, A., & Cox, K. (2018). Educator perceptions of preparedness and professional development for implementation of evidence-based practices within a multi-tiered system of supports. School Mental Health, 10, 122–133. https://doi.org/10.1007/s12310-017-9234-3
28. Ryan, J. B., Pierce, C. D., & Mooney, P. (2008). Evidence-based teaching strategies for students with EBDs. Beyond Behavior, 17(3), 22–29.
29. Sailor, W., Skrtic, T. M., Cohn, M., & Olmstead, C. (2021). Preparing teacher educators for statewide scale-up of multi-tiered system of support (MTSS). Teacher Education and Special Education, 44(1), 24–41.
30. Sugai, G., & Horner, R. H. (2009). Defining and describing schoolwide positive behavior support. Handbook of Positive Behavior Support, 307–326.
31. Wehmeyer, M. L., & Al-Ajmi, N. S. (Trans.). (2020). Research-based practices guide for teaching students with intellectual disabilities. Riyadh: King Saud University Press.
32. Weingarten, Z., Zumeta Edmonds, R., & Arden, S. (2020). Better together: Using MTSS as a structure for building school–family partnerships. Teaching Exceptional Children, 53(2), 122–130.
33. Wexler, N. (2018). The Knowledge Gap: The Hidden Cause of America's Broken Education System—and How to Fix It.
منشور
2025-02-10
كيفية الاقتباس
أ.د. إبراهيم بن عبدالله العثمان, & راكان بن عبدالعزيز سعد الدويس. (2025). تطبيق أنظمة الدعم متعددة المستويات مع الطلاب ذوي الاضطرابات السلوكية والانفعالية في مدارس التعليم العام: (دراسة وصفية تحليلية). Journal of Arts, Literature, Humanities and Social Sciences, (117), 190-209. https://doi.org/10.33193/JALHSS.117.2025.1341
إصدار
القسم
المقالات
الحقوق الفكرية (c) 2025 أ.د. إبراهيم بن عبدالله العثمان , راكان بن عبدالعزيز سعد الدويس
هذا العمل مرخص حسب الرخصة Creative Commons Attribution-ShareAlike 4.0 International License.
