Pub Date : 2019-03-26DOI: 10.1080/15377903.2019.1587803
A. Fischer, Racheal R. Clark, Bradley S. Bloomfield, Diana C. Askings, W. P. Erchul
Abstract Strategies such as reinforcement and stimulus fading have been shown to be effective in the acquisition of skills, particularly for individuals with developmental disabilities. Teleconsultation is a promising service delivery modality to support teachers and staff in the implementation of effective strategies to address the needs of underserved and remote communities. The authors examined the use of teleconsultation, with a teacher and paraprofessional, for the instruction of expressive number discrimination through stimulus fading and reinforcement with a child receiving special education services under the category of Autism. A concurrent multiple baseline design across three number cards was used. Results showed an increase in acquisition and mastery of number identification using stimulus fading to reduce errors while promoting discrimination between stimuli. High levels of treatment integrity and acceptability of the teleconsultation process were also noted.
{"title":"Using teleconsultation to teach expressive number discrimination through stimulus fading and reinforcement","authors":"A. Fischer, Racheal R. Clark, Bradley S. Bloomfield, Diana C. Askings, W. P. Erchul","doi":"10.1080/15377903.2019.1587803","DOIUrl":"https://doi.org/10.1080/15377903.2019.1587803","url":null,"abstract":"Abstract Strategies such as reinforcement and stimulus fading have been shown to be effective in the acquisition of skills, particularly for individuals with developmental disabilities. Teleconsultation is a promising service delivery modality to support teachers and staff in the implementation of effective strategies to address the needs of underserved and remote communities. The authors examined the use of teleconsultation, with a teacher and paraprofessional, for the instruction of expressive number discrimination through stimulus fading and reinforcement with a child receiving special education services under the category of Autism. A concurrent multiple baseline design across three number cards was used. Results showed an increase in acquisition and mastery of number identification using stimulus fading to reduce errors while promoting discrimination between stimuli. High levels of treatment integrity and acceptability of the teleconsultation process were also noted.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"35 1","pages":"339 - 356"},"PeriodicalIF":1.0,"publicationDate":"2019-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1587803","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46691973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-22DOI: 10.1080/15377903.2019.1568334
Peter M. Nelson, Ethan R. Van Norman, David C. Parker, D. Cormier
Abstract Data from a large-scale math intervention program were used to evaluate the degree to which implementation fidelity (IF) and interventionist content knowledge were associated with student outcomes. Data were available for 33 interventionists serving 658 students in Grades 4–6 across one school year. A series of multilevel models were fit to the data to evaluate the impact of procedural IF and interventionists’ math content knowledge on students’ postintervention achievement, controlling for preintervention achievement and intervention dosage. Higher student posttest scores were observed for interventionists with an average fidelity rating of 95% or greater (β = .15); however, no effects on students’ math achievement scores were observed for interventionist content knowledge. Adding IF and a measure of interventionist content knowledge to the model explained a statistically significant amount of variance in growth estimates attributable to interventionists (15%). Results highlight the potential importance of ongoing evaluation and remediation of IF in the context of standardized supplemental intervention in math, while also providing some evidence that higher levels of content knowledge may not translate into greater impact in a standard-protocol intervention setting. Results suggest a need for more research examining characteristics of interventionists and aspects of implementation that may account for variance in student outcomes.
{"title":"An Examination of Interventionist Implementation Fidelity and Content Knowledge as Predictors of Math Intervention Effectiveness","authors":"Peter M. Nelson, Ethan R. Van Norman, David C. Parker, D. Cormier","doi":"10.1080/15377903.2019.1568334","DOIUrl":"https://doi.org/10.1080/15377903.2019.1568334","url":null,"abstract":"Abstract Data from a large-scale math intervention program were used to evaluate the degree to which implementation fidelity (IF) and interventionist content knowledge were associated with student outcomes. Data were available for 33 interventionists serving 658 students in Grades 4–6 across one school year. A series of multilevel models were fit to the data to evaluate the impact of procedural IF and interventionists’ math content knowledge on students’ postintervention achievement, controlling for preintervention achievement and intervention dosage. Higher student posttest scores were observed for interventionists with an average fidelity rating of 95% or greater (β = .15); however, no effects on students’ math achievement scores were observed for interventionist content knowledge. Adding IF and a measure of interventionist content knowledge to the model explained a statistically significant amount of variance in growth estimates attributable to interventionists (15%). Results highlight the potential importance of ongoing evaluation and remediation of IF in the context of standardized supplemental intervention in math, while also providing some evidence that higher levels of content knowledge may not translate into greater impact in a standard-protocol intervention setting. Results suggest a need for more research examining characteristics of interventionists and aspects of implementation that may account for variance in student outcomes.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"35 1","pages":"234 - 256"},"PeriodicalIF":1.0,"publicationDate":"2019-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1568334","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47111611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-17DOI: 10.1080/15377903.2019.1568333
Erin K. Reid, Milena A. Keller-Margulis, G. T. Schanding, Tammy D Tolar
Abstract A concerning number of students fail to achieve writing proficiency, yet little attention has been devoted to examining why this occurs. While robust evidence indicates that behavior impacts reading and math achievement, the relationship between behavior and writing skills is unclear, particularly among young students. The authors examined the value of behavior screeners in predicting writing achievement, beyond the variance explained by early writing screeners alone. Additionally, various behavior domains (e.g., emotional, social, hyperactivity/inattention) were compared for their relative utility in predicting writing achievement. Data from a study of 95 kindergarteners were used for the analysis. Hierarchical regression was used to evaluate the added explained variance of the behavior screener and to compare the predictive ability of its domains. Results suggest that while problem behaviors and writing skills are negatively correlated, behavior screening does not improve on the ability of early writing screeners to predict concurrent writing achievement. The refinement of tools that predict writing achievement may improve the early identification of academic difficulties and allow educators to intervene before academic problems become intractable.
{"title":"Predicting kindergarten writing achievement using early written expression and behavior screening","authors":"Erin K. Reid, Milena A. Keller-Margulis, G. T. Schanding, Tammy D Tolar","doi":"10.1080/15377903.2019.1568333","DOIUrl":"https://doi.org/10.1080/15377903.2019.1568333","url":null,"abstract":"Abstract A concerning number of students fail to achieve writing proficiency, yet little attention has been devoted to examining why this occurs. While robust evidence indicates that behavior impacts reading and math achievement, the relationship between behavior and writing skills is unclear, particularly among young students. The authors examined the value of behavior screeners in predicting writing achievement, beyond the variance explained by early writing screeners alone. Additionally, various behavior domains (e.g., emotional, social, hyperactivity/inattention) were compared for their relative utility in predicting writing achievement. Data from a study of 95 kindergarteners were used for the analysis. Hierarchical regression was used to evaluate the added explained variance of the behavior screener and to compare the predictive ability of its domains. Results suggest that while problem behaviors and writing skills are negatively correlated, behavior screening does not improve on the ability of early writing screeners to predict concurrent writing achievement. The refinement of tools that predict writing achievement may improve the early identification of academic difficulties and allow educators to intervene before academic problems become intractable.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"35 1","pages":"215 - 233"},"PeriodicalIF":1.0,"publicationDate":"2019-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1568333","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44777519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-08DOI: 10.1080/15377903.2018.1549174
Aaron A. Gubi, J. Strait, Kirby L. Wycoff, V. Vega, Bracha Brauser, Yael Osman
Abstract Growing acknowledgement that adverse childhood experiences are widespread and can threaten healthy development has led to advocacy for schools to systematically incorporate trauma-sensitive practices and policies. While the background and training of school psychologists would seem to make them the ideal professionals to lead such work, little is known regarding their preparedness to engage in these school-based practices. The current pilot study examines the experiences, education and training, confidence and competence, current and desired roles, and perceived barriers and supports of school psychology trainers, trainees, and practitioners to engage in trauma-informed practices within schools. Results indicated that high majorities reported scant knowledge or competencies across domains of professional practice considered essential to trauma-informed care delivery. Findings and implications are discussed.
{"title":"Trauma-Informed Knowledge and Practices in School Psychology: A Pilot Study and Review","authors":"Aaron A. Gubi, J. Strait, Kirby L. Wycoff, V. Vega, Bracha Brauser, Yael Osman","doi":"10.1080/15377903.2018.1549174","DOIUrl":"https://doi.org/10.1080/15377903.2018.1549174","url":null,"abstract":"Abstract Growing acknowledgement that adverse childhood experiences are widespread and can threaten healthy development has led to advocacy for schools to systematically incorporate trauma-sensitive practices and policies. While the background and training of school psychologists would seem to make them the ideal professionals to lead such work, little is known regarding their preparedness to engage in these school-based practices. The current pilot study examines the experiences, education and training, confidence and competence, current and desired roles, and perceived barriers and supports of school psychology trainers, trainees, and practitioners to engage in trauma-informed practices within schools. Results indicated that high majorities reported scant knowledge or competencies across domains of professional practice considered essential to trauma-informed care delivery. Findings and implications are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"35 1","pages":"176 - 199"},"PeriodicalIF":1.0,"publicationDate":"2019-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2018.1549174","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41576983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-08DOI: 10.1080/15377903.2018.1549175
Natasha A. Olson, Carlos J. Panahon, Alexandra Hilt-Panahon
Abstract Stability balls are promoted as an effective alternative to chairs at a classwide level, yet there are no published studies documenting classwide outcomes. Therefore, the purpose of this study was to investigate classwide effects of stability balls and attempt to provide empirical support for their use. Using an A-B-A-B reversal design, this study examined the effectiveness of stability balls in comparison to classroom chairs in a second-grade classroom. Student on-task and out-of-seat behaviors were measured using direct observation. Academic productivity was measured using curriculum-based measures of written expression. Similar patterns of responding for on-task and out-of-seat behavior were found while students were seated on traditional chairs and stability balls. Results demonstrated similar rates of improvement in writing fluency over the course of the study. Overall, teacher and student social validity measures indicated high levels of acceptability of stability balls in the classroom.
稳定球作为一种有效的椅子替代品在班级范围内得到推广，但没有发表的研究记录班级范围内的结果。因此，本研究的目的是调查稳定球的班级效应，并试图为其使用提供实证支持。采用a - b - a - b逆向设计，本研究考察了稳定球与教室椅子在二年级教室中的有效性。学生在任务中和座位外的行为是用直接观察来测量的。学术生产力是通过基于课程的书面表达来衡量的。当学生们坐在传统的椅子和稳定球上时，他们对任务和座位外行为的反应模式也相似。研究结果表明，在整个研究过程中，写作流畅性的提高速度相似。总体而言，教师和学生的社会效度测量表明稳定球在课堂上的可接受性较高。
{"title":"Investigating the Effects of Stability Balls on Classwide Student Behavior and Academic Productivity","authors":"Natasha A. Olson, Carlos J. Panahon, Alexandra Hilt-Panahon","doi":"10.1080/15377903.2018.1549175","DOIUrl":"https://doi.org/10.1080/15377903.2018.1549175","url":null,"abstract":"Abstract Stability balls are promoted as an effective alternative to chairs at a classwide level, yet there are no published studies documenting classwide outcomes. Therefore, the purpose of this study was to investigate classwide effects of stability balls and attempt to provide empirical support for their use. Using an A-B-A-B reversal design, this study examined the effectiveness of stability balls in comparison to classroom chairs in a second-grade classroom. Student on-task and out-of-seat behaviors were measured using direct observation. Academic productivity was measured using curriculum-based measures of written expression. Similar patterns of responding for on-task and out-of-seat behavior were found while students were seated on traditional chairs and stability balls. Results demonstrated similar rates of improvement in writing fluency over the course of the study. Overall, teacher and student social validity measures indicated high levels of acceptability of stability balls in the classroom.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"35 1","pages":"201 - 214"},"PeriodicalIF":1.0,"publicationDate":"2019-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2018.1549175","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45959845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-02DOI: 10.1080/15377903.2018.1462280
Kizzy Albritton, Rachel E. Mathews, Sara G. Boyle
ABSTRACT Historically, the role of school psychologists in early childhood settings has been limited to the identification and evaluation of children who may be in need of special education services under Part B of the Individuals with Disabilities Education Act. It has been suggested that the role should reflect a more proactive model; specifically, it should continue to expand to include involvement in school readiness and early intervention for all students. The purpose of this study was to examine the present role of school psychologists in early childhood settings and investigate the graduate-level training provided to school psychology graduate students. Results of the survey found that a significant percentage of school psychologist practitioners continue to spend a substantial portion of their professional time completing special education evaluations. Furthermore, respondents reported minimal to moderate graduate training in the area of early childhood populations. Implications for school psychology practitioners and school psychology graduate training programs are discussed.
{"title":"Is the Role of the School Psychologist in Early Childhood Truly Expanding? A National Survey Examining School Psychologists' Practices and Training Experiences","authors":"Kizzy Albritton, Rachel E. Mathews, Sara G. Boyle","doi":"10.1080/15377903.2018.1462280","DOIUrl":"https://doi.org/10.1080/15377903.2018.1462280","url":null,"abstract":"ABSTRACT Historically, the role of school psychologists in early childhood settings has been limited to the identification and evaluation of children who may be in need of special education services under Part B of the Individuals with Disabilities Education Act. It has been suggested that the role should reflect a more proactive model; specifically, it should continue to expand to include involvement in school readiness and early intervention for all students. The purpose of this study was to examine the present role of school psychologists in early childhood settings and investigate the graduate-level training provided to school psychology graduate students. Results of the survey found that a significant percentage of school psychologist practitioners continue to spend a substantial portion of their professional time completing special education evaluations. Furthermore, respondents reported minimal to moderate graduate training in the area of early childhood populations. Implications for school psychology practitioners and school psychology graduate training programs are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"35 1","pages":"1 - 19"},"PeriodicalIF":1.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2018.1462280","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49029463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-02DOI: 10.1080/15377903.2018.1468843
Kelly A. Feeney-Kettler, Ryan J. Kettler, Leah Dembitzer
ABSTRACT The authors' purpose was to evaluate the multiple-gate Preschool Behavior Screening System (PBSS) for identifying children's social, emotional, and behavioral (SEB) difficulties. The sample included 122 triads of preschool children between 3 and 5 years old and their parents and teachers. The teacher and parent samples were predominantly women and European American with a substantial African American representation. The design involved numerous indicators of the reliability of scores and the validity of ensuing inferences. Scores from the Behavior Assessment System for Children, Second Edition were used as criterion measures for scores from the PBSS. The PBSS scores were found reliable across scales with Cronbach's alpha values ranging from.85 to.97. Agreement between teachers and parents was consistent with findings from previous research. Analyzed within a Multitrait-Multimethod Matrix, correlational evidence supported inferences about externalizing difficulties, prosocial behavior, and total problems, as well as internalizing difficulties to a lesser degree. Receiver-operating characteristic curve analyses supported the PBSS across a range of scales and cut scores. Findings support the use of the PBSS as one method for identifying preschool children who may be at risk for SEB difficulties and underscore the importance of using multiple informants in the assessment of SEB difficulties.
{"title":"Application of a Multitrait-Multimethod Matrix to Social, Emotional, and Behavioral Screening","authors":"Kelly A. Feeney-Kettler, Ryan J. Kettler, Leah Dembitzer","doi":"10.1080/15377903.2018.1468843","DOIUrl":"https://doi.org/10.1080/15377903.2018.1468843","url":null,"abstract":"ABSTRACT The authors' purpose was to evaluate the multiple-gate Preschool Behavior Screening System (PBSS) for identifying children's social, emotional, and behavioral (SEB) difficulties. The sample included 122 triads of preschool children between 3 and 5 years old and their parents and teachers. The teacher and parent samples were predominantly women and European American with a substantial African American representation. The design involved numerous indicators of the reliability of scores and the validity of ensuing inferences. Scores from the Behavior Assessment System for Children, Second Edition were used as criterion measures for scores from the PBSS. The PBSS scores were found reliable across scales with Cronbach's alpha values ranging from.85 to.97. Agreement between teachers and parents was consistent with findings from previous research. Analyzed within a Multitrait-Multimethod Matrix, correlational evidence supported inferences about externalizing difficulties, prosocial behavior, and total problems, as well as internalizing difficulties to a lesser degree. Receiver-operating characteristic curve analyses supported the PBSS across a range of scales and cut scores. Findings support the use of the PBSS as one method for identifying preschool children who may be at risk for SEB difficulties and underscore the importance of using multiple informants in the assessment of SEB difficulties.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"35 1","pages":"20 - 36"},"PeriodicalIF":1.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2018.1468843","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42125833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-02DOI: 10.1080/15377903.2018.1545148
Sara C. McDaniel, A. Bruhn
Abstract The multitiered framework for preventing and addressing discipline and school climate, school-wide positive behavioral interventions and supports, is widely adopted across the United States with much of the focus on Tier 1, universal prevention supports. The following case example describes district-wide adoption of a systematic framework for Tier 2 identification and intervention in a rural, low-income Southwestern district. Both process and outcome measures are presented with regard to implementation fidelity, social acceptability, and tier movement as a preliminary evaluation of the framework. Implications for future research and practice as well as limitations are discussed.
{"title":"A Case Example of District-Wide Adoption of the Tier 2 Identification and Intervention Framework","authors":"Sara C. McDaniel, A. Bruhn","doi":"10.1080/15377903.2018.1545148","DOIUrl":"https://doi.org/10.1080/15377903.2018.1545148","url":null,"abstract":"Abstract The multitiered framework for preventing and addressing discipline and school climate, school-wide positive behavioral interventions and supports, is widely adopted across the United States with much of the focus on Tier 1, universal prevention supports. The following case example describes district-wide adoption of a systematic framework for Tier 2 identification and intervention in a rural, low-income Southwestern district. Both process and outcome measures are presented with regard to implementation fidelity, social acceptability, and tier movement as a preliminary evaluation of the framework. Implications for future research and practice as well as limitations are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"35 1","pages":"290 - 308"},"PeriodicalIF":1.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2018.1545148","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47507383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01Epub Date: 2019-03-27DOI: 10.1080/15377903.2019.1577780
Stephanie A Moore, Ashley M Mayworm, Rachel Stein, Jill D Sharkey, Erin Dowdy
Despite innovations in the screening and early identification of students who may benefit from school mental health services, many schools struggle to link screening to intervention decisions, particularly at the Tier II level. Universal complete mental health screening, which measures strengths along with risk factors, is a strength-based approach that enables identification of students who do not report active mental health risk yet have limited psychosocial strengths. These languishing students are ideal candidates for Tier II interventions. Using a case study to link screening to intervention, this paper describes a contemporary approach to complete mental health screening, identify candidates for Tier II intervention, select appropriate interventions, and monitor student outcomes. Implications and challenges for school psychologists are discussed.
{"title":"Languishing Students: Linking Complete Mental Health Screening in Schools to Tier II Intervention.","authors":"Stephanie A Moore, Ashley M Mayworm, Rachel Stein, Jill D Sharkey, Erin Dowdy","doi":"10.1080/15377903.2019.1577780","DOIUrl":"https://doi.org/10.1080/15377903.2019.1577780","url":null,"abstract":"<p><p>Despite innovations in the screening and early identification of students who may benefit from school mental health services, many schools struggle to link screening to intervention decisions, particularly at the Tier II level. Universal complete mental health screening, which measures strengths along with risk factors, is a strength-based approach that enables identification of students who do not report active mental health risk yet have limited psychosocial strengths. These languishing students are ideal candidates for Tier II interventions. Using a case study to link screening to intervention, this paper describes a contemporary approach to complete mental health screening, identify candidates for Tier II intervention, select appropriate interventions, and monitor student outcomes. Implications and challenges for school psychologists are discussed.</p>","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"35 3","pages":"257-289"},"PeriodicalIF":1.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1577780","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37354716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-14DOI: 10.1080/15377903.2018.1528488
Laura Vollmer, M. Gettinger, J. Begeny
Abstract Response to intervention (RTI) is an evidence-based approach to educational service delivery that is being increasingly adopted by schools across the country. To effectively implement RTI models, teachers require specialized training. Little is currently known, however, about the extent to which this training is being provided at the preservice level. The purpose of this survey study was to learn more about RTI-related training provided to preservice general educators in undergraduate elementary education programs. Respondents included 95 program directors of accredited college/university teacher education programs across the United States. Participants reported providing varying levels of didactic and applied training related to each of the six core components of RTI (i.e., multitiered service delivery, universal screening, progress monitoring, data-based decision making, evidence-based interventions, and fidelity of implementation). Although most teacher educators were familiar with the overall concept of RTI, over a third of respondents were not familiar with the core component of fidelity of implementation, and reported providing limited training opportunities in this area. Respondents also indicated whether preservice teachers in their programs receive training related to specific progress monitoring tools and evidence-based interventions. Implications for school psychologists, who frequently collaborate with teachers to implement RTI models, are discussed.
{"title":"Training preservice general education teachers in response to intervention: A survey of teacher educators throughout the United States","authors":"Laura Vollmer, M. Gettinger, J. Begeny","doi":"10.1080/15377903.2018.1528488","DOIUrl":"https://doi.org/10.1080/15377903.2018.1528488","url":null,"abstract":"Abstract Response to intervention (RTI) is an evidence-based approach to educational service delivery that is being increasingly adopted by schools across the country. To effectively implement RTI models, teachers require specialized training. Little is currently known, however, about the extent to which this training is being provided at the preservice level. The purpose of this survey study was to learn more about RTI-related training provided to preservice general educators in undergraduate elementary education programs. Respondents included 95 program directors of accredited college/university teacher education programs across the United States. Participants reported providing varying levels of didactic and applied training related to each of the six core components of RTI (i.e., multitiered service delivery, universal screening, progress monitoring, data-based decision making, evidence-based interventions, and fidelity of implementation). Although most teacher educators were familiar with the overall concept of RTI, over a third of respondents were not familiar with the core component of fidelity of implementation, and reported providing limited training opportunities in this area. Respondents also indicated whether preservice teachers in their programs receive training related to specific progress monitoring tools and evidence-based interventions. Implications for school psychologists, who frequently collaborate with teachers to implement RTI models, are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"35 1","pages":"122 - 145"},"PeriodicalIF":1.0,"publicationDate":"2018-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2018.1528488","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47648543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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