Pub Date : 2023-07-22DOI: 10.1080/15377903.2023.2236974
Sara C. McDaniel, Carlson H. Coogler, Kelly W. Guyotte
{"title":"‘It’s a Process’: Preliminary Educator Perceptions of Tier 2 Implementation Barriers, Facilitators, and Attitudes","authors":"Sara C. McDaniel, Carlson H. Coogler, Kelly W. Guyotte","doi":"10.1080/15377903.2023.2236974","DOIUrl":"https://doi.org/10.1080/15377903.2023.2236974","url":null,"abstract":"","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42728594","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 : 2023-06-12DOI: 10.1080/15377903.2023.2221202
Chun Chen, R. Nadler, J. Sharkey, Chunyan Yang
{"title":"Ethical and Legal Considerations in Balancing Mental Health of Sexual and Gender Minority Students and Parental Consent","authors":"Chun Chen, R. Nadler, J. Sharkey, Chunyan Yang","doi":"10.1080/15377903.2023.2221202","DOIUrl":"https://doi.org/10.1080/15377903.2023.2221202","url":null,"abstract":"","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43694073","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 : 2023-06-08DOI: 10.1080/15377903.2023.2221191
Adelle K. Sturgell, Ethan R. Van Norman
Abstract Problem-solving frameworks have the potential to promote objective data-based decisions that increase the likelihood students are matched to appropriate evidence-based interventions. Unfortunately, cognitive biases, heuristics, and fallacies can lead to erroneous conclusions within problem-solving frameworks. Some of these effects have been well-studied within special education and related fields, while the effects of lesser-known biases that have not garnered the same level of attention have been extensively investigated in fields like finance and medicine. Previous educational decision-making research has focused largely on special education evaluation processes. The purpose of this paper is twofold. First, we highlight lesser-known cognitive biases that may impact educational decision making. Second, we discuss how said biases can be researched within problem-solving frameworks and challenged in practice.
{"title":"Exploring Judgment and Decision-Making in School Psychology: Setting an Agenda","authors":"Adelle K. Sturgell, Ethan R. Van Norman","doi":"10.1080/15377903.2023.2221191","DOIUrl":"https://doi.org/10.1080/15377903.2023.2221191","url":null,"abstract":"Abstract Problem-solving frameworks have the potential to promote objective data-based decisions that increase the likelihood students are matched to appropriate evidence-based interventions. Unfortunately, cognitive biases, heuristics, and fallacies can lead to erroneous conclusions within problem-solving frameworks. Some of these effects have been well-studied within special education and related fields, while the effects of lesser-known biases that have not garnered the same level of attention have been extensively investigated in fields like finance and medicine. Previous educational decision-making research has focused largely on special education evaluation processes. The purpose of this paper is twofold. First, we highlight lesser-known cognitive biases that may impact educational decision making. Second, we discuss how said biases can be researched within problem-solving frameworks and challenged in practice.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"39 1","pages":"375 - 396"},"PeriodicalIF":1.0,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49158680","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 : 2023-06-08DOI: 10.1080/15377903.2023.2221201
Kaitlyn Ayala
Abstract During life transitions, individuals with autism spectrum disorder (ASD) face unique challenges. When navigating the transition from high school to higher education, individuals with ASD confront increased vulnerability in social situations, decreased likelihood of program completion, and increased risk of mental health problems. To help these individuals successfully navigate this transition, high school mental health professionals should consider including them in a psychoeducational support group which focuses on the development of executive functioning skills, regulation and coping skills, and social skills and which allows for the practice and role-playing of newly learned skills as well as the discussion of ideas and personal experiences. A proposed curriculum (LEADERS) is discussed, along with the logistical and ethical considerations of running the proposed group.
{"title":"LEADERS: A Psychoeducational Support Group for College-Bound High School Students with Autism Spectrum Disorder (ASD)","authors":"Kaitlyn Ayala","doi":"10.1080/15377903.2023.2221201","DOIUrl":"https://doi.org/10.1080/15377903.2023.2221201","url":null,"abstract":"Abstract During life transitions, individuals with autism spectrum disorder (ASD) face unique challenges. When navigating the transition from high school to higher education, individuals with ASD confront increased vulnerability in social situations, decreased likelihood of program completion, and increased risk of mental health problems. To help these individuals successfully navigate this transition, high school mental health professionals should consider including them in a psychoeducational support group which focuses on the development of executive functioning skills, regulation and coping skills, and social skills and which allows for the practice and role-playing of newly learned skills as well as the discussion of ideas and personal experiences. A proposed curriculum (LEADERS) is discussed, along with the logistical and ethical considerations of running the proposed group.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"39 1","pages":"397 - 412"},"PeriodicalIF":1.0,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46430448","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 : 2023-04-10DOI: 10.1080/15377903.2023.2196946
Sara C. McDaniel, Laci Watkins, Jason C. Chow, Megan Fedewa, Sharon Nemer
Abstract Coping Power (CP) is an evidence-based intervention that reduces externalizing behaviors in students who are identified as aggressive or disruptive. CP is based on a cognitive-behavioral model and involves child-focused group sessions and parent-focused sessions. A large body of research has demonstrated the effectiveness of CP, but to date there has not been a systematic review or meta-analysis of published CP studies. Therefore, the purpose of this work was to conduct a systematic review examining the characteristics, methodological rigor, and social validity of CP studies and to conduct a selective meta-analysis to examine the effects of CP across studies and to identify potential moderators of intervention effectiveness. The 21 studies included in the review indicate that the CP intervention is supported by rigorous research, effectively reduces maladaptive behavior, and has demonstrated multiple indicators of social validity. A selective meta-analysis of 12 studies indicates that CP has resulted in small to moderate reductions in externalizing behavior, although these findings were not statistically significant. Intervention dosage, agent, and parent/caregiverparticipation did not moderate effects. Limitations, implications for future research, and recommendations for clinical practice are provided.
{"title":"Systematic Literature Review and Meta-Analysis of Coping Power: Effects and Implications for Implementation","authors":"Sara C. McDaniel, Laci Watkins, Jason C. Chow, Megan Fedewa, Sharon Nemer","doi":"10.1080/15377903.2023.2196946","DOIUrl":"https://doi.org/10.1080/15377903.2023.2196946","url":null,"abstract":"Abstract Coping Power (CP) is an evidence-based intervention that reduces externalizing behaviors in students who are identified as aggressive or disruptive. CP is based on a cognitive-behavioral model and involves child-focused group sessions and parent-focused sessions. A large body of research has demonstrated the effectiveness of CP, but to date there has not been a systematic review or meta-analysis of published CP studies. Therefore, the purpose of this work was to conduct a systematic review examining the characteristics, methodological rigor, and social validity of CP studies and to conduct a selective meta-analysis to examine the effects of CP across studies and to identify potential moderators of intervention effectiveness. The 21 studies included in the review indicate that the CP intervention is supported by rigorous research, effectively reduces maladaptive behavior, and has demonstrated multiple indicators of social validity. A selective meta-analysis of 12 studies indicates that CP has resulted in small to moderate reductions in externalizing behavior, although these findings were not statistically significant. Intervention dosage, agent, and parent/caregiverparticipation did not moderate effects. Limitations, implications for future research, and recommendations for clinical practice are provided.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"39 1","pages":"350 - 374"},"PeriodicalIF":1.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44498636","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 : 2023-04-06DOI: 10.1080/15377903.2023.2196944
Veronica R. DiStasi, Meghan A. Deshais, Jason C. Vladescu, Ruth M. DeBar
Abstract Group contingencies are evidence-based behavioral interventions frequently employed in educational settings. Group contingencies are composed of four distinct parameters: (1) a criterion, (2) a reward, (3) target students, and (4) target behaviors. Although it is common practice for teachers to reveal these parameters to students before the intervention begins (i.e. a traditional group contingency), doing so may threaten intervention effectiveness, acceptability and feasibility. One approach that has emerged in the literature to protect against these threats is randomizing group contingencies. In randomized group contingencies, some or all parameters of the group contingency are undisclosed to students to safeguard against the aforementioned threats. Given the need for maximally effective, empirically supported behavioral interventions in schools, a practical guide to using randomized group contingencies in classrooms could be useful to educators. Thus, the goal of this paper is threefold: (a) to identify drawbacks of traditional group contingencies that threaten to adversely impact their effectiveness and acceptability in schools, (b) to describe how randomized group contingencies can protect against those threats, and (c) to outline practical advantages of using randomized group contingencies in schools.
{"title":"More than Just a Game: A Guide to Using Randomized Group Contingencies in Schools","authors":"Veronica R. DiStasi, Meghan A. Deshais, Jason C. Vladescu, Ruth M. DeBar","doi":"10.1080/15377903.2023.2196944","DOIUrl":"https://doi.org/10.1080/15377903.2023.2196944","url":null,"abstract":"Abstract Group contingencies are evidence-based behavioral interventions frequently employed in educational settings. Group contingencies are composed of four distinct parameters: (1) a criterion, (2) a reward, (3) target students, and (4) target behaviors. Although it is common practice for teachers to reveal these parameters to students before the intervention begins (i.e. a traditional group contingency), doing so may threaten intervention effectiveness, acceptability and feasibility. One approach that has emerged in the literature to protect against these threats is randomizing group contingencies. In randomized group contingencies, some or all parameters of the group contingency are undisclosed to students to safeguard against the aforementioned threats. Given the need for maximally effective, empirically supported behavioral interventions in schools, a practical guide to using randomized group contingencies in classrooms could be useful to educators. Thus, the goal of this paper is threefold: (a) to identify drawbacks of traditional group contingencies that threaten to adversely impact their effectiveness and acceptability in schools, (b) to describe how randomized group contingencies can protect against those threats, and (c) to outline practical advantages of using randomized group contingencies in schools.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"39 1","pages":"328 - 349"},"PeriodicalIF":1.0,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42200711","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 : 2023-03-31DOI: 10.1080/15377903.2023.2182857
Jonathan Safer-Lichtenstein, Jillian C. Hamilton, L. L. McIntyre
Abstract School and medical settings often use different identification criteria for autism spectrum disorder (ASD), a neurodevelopmental disability affecting social-communication, behavioral patterns, and sensory experiences. Further, individual states may use varied definitions for special education eligibility. On January 1, 2019, the State of Oregon began implementing overhauled statewide criteria and evaluation requirements for ASD special education eligibility that directly align with current medical system criteria specified in the Diagnostic and Statistical Manual, Fifth Edition (DSM-5). Immediately following these changes, and then again 1 year later in January of 2020 (prior to the COVID-19 pandemic), we surveyed school-based practitioners across the state about their ASD evaluation practices as well as their knowledge, training, and beliefs regarding the newly revised standards. Our results indicated that practitioners felt more familiar with and had received better training on the new standards after a full year of implementation and that 58% of practitioners had changed their evaluation procedures in some way. However, 74% of practitioners reported that despite these changes, there was no difference in the number of students being found eligible for an ASD diagnosis, indicating that the real-world impact of the statewide policy change might be more limited than initially believed. Limitations and future directions are discussed.
{"title":"Impact of State-Level Changes to School-Based Autism Identification Criteria","authors":"Jonathan Safer-Lichtenstein, Jillian C. Hamilton, L. L. McIntyre","doi":"10.1080/15377903.2023.2182857","DOIUrl":"https://doi.org/10.1080/15377903.2023.2182857","url":null,"abstract":"Abstract School and medical settings often use different identification criteria for autism spectrum disorder (ASD), a neurodevelopmental disability affecting social-communication, behavioral patterns, and sensory experiences. Further, individual states may use varied definitions for special education eligibility. On January 1, 2019, the State of Oregon began implementing overhauled statewide criteria and evaluation requirements for ASD special education eligibility that directly align with current medical system criteria specified in the Diagnostic and Statistical Manual, Fifth Edition (DSM-5). Immediately following these changes, and then again 1 year later in January of 2020 (prior to the COVID-19 pandemic), we surveyed school-based practitioners across the state about their ASD evaluation practices as well as their knowledge, training, and beliefs regarding the newly revised standards. Our results indicated that practitioners felt more familiar with and had received better training on the new standards after a full year of implementation and that 58% of practitioners had changed their evaluation procedures in some way. However, 74% of practitioners reported that despite these changes, there was no difference in the number of students being found eligible for an ASD diagnosis, indicating that the real-world impact of the statewide policy change might be more limited than initially believed. Limitations and future directions are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"39 1","pages":"268 - 285"},"PeriodicalIF":1.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45190083","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 : 2023-02-25DOI: 10.1080/15377903.2023.2182858
K. Aspiranti, Sara E Ebner
Abstract Teachers spend a significant amount of time redirecting students, addressing problem behaviors, and transitioning the class, leading to less instructional time. The Color Wheel System (CWS) is a classroom behavioral management intervention that uses clear, specific rules for different activities. It can be implemented in a variety of classrooms and modified to meet the needs of the teacher (e.g. additional rule sets, reinforcements, using animals instead of colors to differentiate between rule sets). This literature synthesis and meta-analysis evaluated the overall effectiveness of the CWS. Thirteen studies using single-case design methodologies within 12 articles with a total of 261 participants were included in the analysis. Results indicated an overall moderate treatment effect, Tau-U = 0.88 (CI = [0.78, 1.35]) on student behaviors with individual study effects ranging from 0.61 to 1.00. There were no variables that significantly moderated the effects of the CWS on student behavior. Discussion focuses on implications for researchers and educators.
{"title":"A Synthesis of the Effects of the Color Wheel System on Classroom Behaviors","authors":"K. Aspiranti, Sara E Ebner","doi":"10.1080/15377903.2023.2182858","DOIUrl":"https://doi.org/10.1080/15377903.2023.2182858","url":null,"abstract":"Abstract Teachers spend a significant amount of time redirecting students, addressing problem behaviors, and transitioning the class, leading to less instructional time. The Color Wheel System (CWS) is a classroom behavioral management intervention that uses clear, specific rules for different activities. It can be implemented in a variety of classrooms and modified to meet the needs of the teacher (e.g. additional rule sets, reinforcements, using animals instead of colors to differentiate between rule sets). This literature synthesis and meta-analysis evaluated the overall effectiveness of the CWS. Thirteen studies using single-case design methodologies within 12 articles with a total of 261 participants were included in the analysis. Results indicated an overall moderate treatment effect, Tau-U = 0.88 (CI = [0.78, 1.35]) on student behaviors with individual study effects ranging from 0.61 to 1.00. There were no variables that significantly moderated the effects of the CWS on student behavior. Discussion focuses on implications for researchers and educators.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"39 1","pages":"287 - 308"},"PeriodicalIF":1.0,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47581412","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 : 2023-02-25DOI: 10.1080/15377903.2023.2182859
Lyndsay N. Jenkins, J. Kinney, Sonya Kaminski, J. Howell
Abstract A considerable number of children and adolescents suffer from mental health difficulties, yet a much smaller percentage of these students receive mental health services. Given the amount of time that youth spend at school, being able to offer mental health services at school is a logical solution. In this paper we present an innovative idea for increasing mental health services in schools through partnering with behavioral health training programs, such as social work, counseling, and psychology. The mutually beneficial nature of these partnerships is described and a framework for deciding what services are needed is offered. The article ends with a detailed analysis of logistical challenges and decisions regarding identifying potential clients, supervision, curriculum, scheduling, funding, confidentiality and records, competence, and consent.
{"title":"Innovations in University-School Partnerships to Provide Mental Health Services","authors":"Lyndsay N. Jenkins, J. Kinney, Sonya Kaminski, J. Howell","doi":"10.1080/15377903.2023.2182859","DOIUrl":"https://doi.org/10.1080/15377903.2023.2182859","url":null,"abstract":"Abstract A considerable number of children and adolescents suffer from mental health difficulties, yet a much smaller percentage of these students receive mental health services. Given the amount of time that youth spend at school, being able to offer mental health services at school is a logical solution. In this paper we present an innovative idea for increasing mental health services in schools through partnering with behavioral health training programs, such as social work, counseling, and psychology. The mutually beneficial nature of these partnerships is described and a framework for deciding what services are needed is offered. The article ends with a detailed analysis of logistical challenges and decisions regarding identifying potential clients, supervision, curriculum, scheduling, funding, confidentiality and records, competence, and consent.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"39 1","pages":"309 - 327"},"PeriodicalIF":1.0,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46264893","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 : 2023-01-01DOI: 10.1080/15377903.2022.2077875
Jill H Bohnenkamp, Chandni Patel, Elizabeth Connors, Shawn Orenstein, Sabrina Ereshefsky, Nancy Lever, Sharon Hoover
Multidisciplinary teams of school- and community-employed mental health, health, and educational staff work together in schools to offer a full continuum of mental health promotion, prevention, early intervention, and treatment services and supports. Intentional teaming structures and practices are essential to ensure teams deliver effective, coordinated services and supports. The current study investigated the extent to which continuous quality improvement strategies improved school mental health team performance during a 15-month national learning collaborative for 24 school district teams. All teams significantly improved their average teaming performance from baseline to the end of the collaborative (t(20) = -5.20, p < .001). Plan-Do-Study-Act (PDSA) cycles allowed teams to rapidly evaluate specific quality improvement changes to improve their performance. Teams with the most improvement focused on increasing multidisciplinary team membership, avoiding duplication and promoting efficiency, and connecting to community mental health providers/resources.
由学校和社区雇用的心理健康、健康和教育人员组成的多学科团队在学校共同工作，提供全面的心理健康促进、预防、早期干预和治疗服务和支持。有意的团队结构和实践对于确保团队提供有效、协调的服务和支持至关重要。在为期15个月的24个学区的全国学习合作中，目前的研究调查了持续质量改进策略在多大程度上改善了学校心理健康团队的表现。从基线到合作结束，所有团队都显著提高了他们的平均团队绩效(t(20) = -5.20, p < .001)。计划-执行-研究-行动(PDSA)循环允许团队快速评估特定的质量改进变化，以提高他们的绩效。改善最大的团队侧重于增加多学科团队成员，避免重复和提高效率，以及与社区精神卫生提供者/资源建立联系。
{"title":"Evaluating Strategies to Promote Effective, Multidisciplinary Team Collaboration in School Mental Health.","authors":"Jill H Bohnenkamp, Chandni Patel, Elizabeth Connors, Shawn Orenstein, Sabrina Ereshefsky, Nancy Lever, Sharon Hoover","doi":"10.1080/15377903.2022.2077875","DOIUrl":"https://doi.org/10.1080/15377903.2022.2077875","url":null,"abstract":"<p><p>Multidisciplinary teams of school- and community-employed mental health, health, and educational staff work together in schools to offer a full continuum of mental health promotion, prevention, early intervention, and treatment services and supports. Intentional teaming structures and practices are essential to ensure teams deliver effective, coordinated services and supports. The current study investigated the extent to which continuous quality improvement strategies improved school mental health team performance during a 15-month national learning collaborative for 24 school district teams. All teams significantly improved their average teaming performance from baseline to the end of the collaborative (<i>t</i>(20) = -5.20, <i>p</i> < .001). Plan-Do-Study-Act (PDSA) cycles allowed teams to rapidly evaluate specific quality improvement changes to improve their performance. Teams with the most improvement focused on increasing multidisciplinary team membership, avoiding duplication and promoting efficiency, and connecting to community mental health providers/resources.</p>","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"39 2","pages":"130-150"},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10195065/pdf/nihms-1840640.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9491082","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}
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