Best Practices for Teaming and Collaboration in the Interconnected Systems Framework |
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| Authors: | Joni W. Splett Kelly Perales Colleen A. Halliday-Boykins Callie E. Gilchrest Nicole Gibson Mark D. Weist |
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| Affiliation: | 1. Special Education, School Psychology and Early Childhood Studies, University of Florida, Gainesville, Florida, USA;2. Midwest PBIS Network, Hummelstown, Pennsylvania, USA;3. Department of Psychiatry and Behavioral Sciences, Medical University of South Carolina, Charleston, South Carolina, USA;4. Department of Psychology, University of South Carolina, Columbia, South Carolina, USA |
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| Abstract: | The Interconnected Systems Framework (ISF) blends school mental health practices, systems, and resources into all levels of a multitiered system of supports (e.g., positive behavior interventions and supports). The ISF aims to improve mental health and school performance for all students by emphasizing effective school-wide promotion and prevention; early identification; and social-emotional, behavioral, and mental health intervention. Teaming is 1 of 3 foundational components of quality ISF implementation at school, district, and state levels. After introducing the ISF, the authors highlight the core implementation components (i.e., teaming, data-based decision making, and evidence-based practices) and then elaborate on characteristics of well-functioning ISF teams. The authors provide a case example to illustrate each characteristic and review 5 measures teams may consider using to evaluate their functioning and SF implementation. |
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| Keywords: | Interconnected Systems Framework multi-tiered systems of support teaming team-based implementation |
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