This systematic review synthesized the peer-reviewed literature on tiered training for teachers to inform developing optimized, adaptive training interventions targeting specific evidence-based practices. Tiered training is an adaptive approach to professional development (PD) in which PD is individualized based on teacher or context factors, such as teacher response to PD. We summarized the research by target practice type, investigating potential adaptive intervention components (i.e., PD approaches, progress monitoring procedures, tailoring variables, decision rules, decision points) and analyzing teacher and student outcomes. We analyzed the quality and rigor of studies using What Works Clearinghouse Version 5.0 standards. We identified 14 articles (16 studies), all targeting teachers’ implementation of behavior support practices and nine targeting teachers’ use of behavior-specific praise. Researchers implemented tiered training using research-driven measurement of teacher response (i.e., frequent direct observation). We discuss implications and recommendations for researchers interested in advancing tiered training frameworks as fully protocolized, adaptive interventions.
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