Pub Date : 2020-01-02DOI: 10.1080/15377903.2019.1669094
Danielle M. Eftaxas, Angela I. Canto
Abstract Within a school there is not typically one person assigned to aid students who have experienced a traumatic brain injury (TBI). Symptoms following a TBI may hinder a students’ academic performance suggesting a need for “return-to-learn” protocols to be implemented as students return to the rigors of school. Previous literature suggests school psychologists are the most appropriate school personnel to aid these students. The purpose of this study was to examine school psychologists’ knowledge regarding TBIs and gauge their interest in aiding with school reintegration. Results implied knowledge of TBI is not a significant predictor of willingness to be a ‘concussion team leader’. Qualitative analyses revealed school psychologists perceived school nurses to be the most qualified. Implications for practice, including changes in training programs, are discussed.
{"title":"School Psychologists’ Knowledge of Traumatic Brain Injuries and Willingness to Lead a Concussion Team","authors":"Danielle M. Eftaxas, Angela I. Canto","doi":"10.1080/15377903.2019.1669094","DOIUrl":"https://doi.org/10.1080/15377903.2019.1669094","url":null,"abstract":"Abstract Within a school there is not typically one person assigned to aid students who have experienced a traumatic brain injury (TBI). Symptoms following a TBI may hinder a students’ academic performance suggesting a need for “return-to-learn” protocols to be implemented as students return to the rigors of school. Previous literature suggests school psychologists are the most appropriate school personnel to aid these students. The purpose of this study was to examine school psychologists’ knowledge regarding TBIs and gauge their interest in aiding with school reintegration. Results implied knowledge of TBI is not a significant predictor of willingness to be a ‘concussion team leader’. Qualitative analyses revealed school psychologists perceived school nurses to be the most qualified. Implications for practice, including changes in training programs, are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"36 1","pages":"76 - 88"},"PeriodicalIF":1.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1669094","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45140353","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 : 2020-01-02DOI: 10.1080/15377903.2019.1665606
Gerald G. Strait, J. Strait, Thomas Schanding, Jacqueline R. Anderson, Diana Stinson, Stephanie Schmidt, Samuel Y. Kim
Abstract Recently, an increasing number of researchers and school psychologists have advocated for the use of School-Based Motivational Interviewing (SBMI) for working directly with students and for consulting with teachers and parents. However, little attention has been given to the possible ethical implications of school psychologists’ use of SBMI with various stakeholders in school settings. In this paper, unique ethical challenges are highlighted and recommendations for implementing SBMI techniques in relation to both MI ethical guidelines and the National Association of School Psychologists (NASP) Principles for Professional Ethics are provided.
{"title":"Ethical Considerations for Using School-Based Motivational Interviewing with Parents, Teachers, and Students","authors":"Gerald G. Strait, J. Strait, Thomas Schanding, Jacqueline R. Anderson, Diana Stinson, Stephanie Schmidt, Samuel Y. Kim","doi":"10.1080/15377903.2019.1665606","DOIUrl":"https://doi.org/10.1080/15377903.2019.1665606","url":null,"abstract":"Abstract Recently, an increasing number of researchers and school psychologists have advocated for the use of School-Based Motivational Interviewing (SBMI) for working directly with students and for consulting with teachers and parents. However, little attention has been given to the possible ethical implications of school psychologists’ use of SBMI with various stakeholders in school settings. In this paper, unique ethical challenges are highlighted and recommendations for implementing SBMI techniques in relation to both MI ethical guidelines and the National Association of School Psychologists (NASP) Principles for Professional Ethics are provided.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"36 1","pages":"62 - 75"},"PeriodicalIF":1.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1665606","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46927435","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 : 2020-01-02DOI: 10.1080/15377903.2019.1619645
Amity Noltemeyer, Haigen Huang, C. Meehan, Emily Jordan, Kristen Morio, Kevin Shaw, Kathleen C. Oberlin
Abstract Although mental health concerns are common among children and adolescents, youth-serving adults often feel underprepared in responding to these challenges. Youth Mental Health First Aid (YMHFA) is a training program designed to teach adults how to assist youths experiencing mental health or addiction challenges. This pilot program evaluation study examined the outcomes of YMHFA associated with adult knowledge, confidence, beliefs, and behaviors. Participants included 2,180 individuals in Ohio who attended a YMHFA training between January 2015 and August 2016; most participants were White women and represented professions in the field of education. Results revealed that YMHFA participants became more confident, willing to help, aware of support and resources, and accepting of individuals with mental health conditions three months posttraining. A high percentage of YMHFA participants also reported applying YMHFA Action Steps at 3, 6, 9, and 12 months after the training. Demographic differences (by race, gender, age, and occupation) in the adult outcomes associated with YMHFA training did not emerge when removing the effects of other participant variables. Limitations, future directions for research, and implications for school psychology practice are discussed in this Service Delivery Brief.
{"title":"Youth mental health first aid: Initial outcomes of a statewide rollout in Ohio","authors":"Amity Noltemeyer, Haigen Huang, C. Meehan, Emily Jordan, Kristen Morio, Kevin Shaw, Kathleen C. Oberlin","doi":"10.1080/15377903.2019.1619645","DOIUrl":"https://doi.org/10.1080/15377903.2019.1619645","url":null,"abstract":"Abstract Although mental health concerns are common among children and adolescents, youth-serving adults often feel underprepared in responding to these challenges. Youth Mental Health First Aid (YMHFA) is a training program designed to teach adults how to assist youths experiencing mental health or addiction challenges. This pilot program evaluation study examined the outcomes of YMHFA associated with adult knowledge, confidence, beliefs, and behaviors. Participants included 2,180 individuals in Ohio who attended a YMHFA training between January 2015 and August 2016; most participants were White women and represented professions in the field of education. Results revealed that YMHFA participants became more confident, willing to help, aware of support and resources, and accepting of individuals with mental health conditions three months posttraining. A high percentage of YMHFA participants also reported applying YMHFA Action Steps at 3, 6, 9, and 12 months after the training. Demographic differences (by race, gender, age, and occupation) in the adult outcomes associated with YMHFA training did not emerge when removing the effects of other participant variables. Limitations, future directions for research, and implications for school psychology practice are discussed in this Service Delivery Brief.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"36 1","pages":"1 - 19"},"PeriodicalIF":1.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1619645","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47580102","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 : 2020-01-02DOI: 10.1080/15377903.2019.1660748
Judith R. Harrison, C. Kwong, Steven W. Evans, Corey Peltier, Leslie A. Mathews, T. Chatman
Abstract Self-management is a strategy with emerging evidence of effectiveness that has been utilized to address impairment associated with attention deficit hyperactivity disorder (ADHD); however, few studies have been conducted with students with ADHD. The results of the minimal research available suggests that self-management with youth with ADHD is less robust than with students without ADHD. Gamification of self-management tools has the potential to increase positive outcomes with young adolescents with ADHD. The present study utilized a withdrawal design (ABAB) with four 6th and 7th grade students with ADHD to evaluate the effectiveness of a game-based self-management application on task engagement, accuracy, and completion in reading. Results indicated a functional relationship between game-based self-management and task engagement, accuracy, and completion with moderate to large effects overall (Tau-U, NAP, BC-SMD). Implications are discussed.
{"title":"Game-Based Self-Management: Addressing Inattention during Independent Reading and Written Response","authors":"Judith R. Harrison, C. Kwong, Steven W. Evans, Corey Peltier, Leslie A. Mathews, T. Chatman","doi":"10.1080/15377903.2019.1660748","DOIUrl":"https://doi.org/10.1080/15377903.2019.1660748","url":null,"abstract":"Abstract Self-management is a strategy with emerging evidence of effectiveness that has been utilized to address impairment associated with attention deficit hyperactivity disorder (ADHD); however, few studies have been conducted with students with ADHD. The results of the minimal research available suggests that self-management with youth with ADHD is less robust than with students without ADHD. Gamification of self-management tools has the potential to increase positive outcomes with young adolescents with ADHD. The present study utilized a withdrawal design (ABAB) with four 6th and 7th grade students with ADHD to evaluate the effectiveness of a game-based self-management application on task engagement, accuracy, and completion in reading. Results indicated a functional relationship between game-based self-management and task engagement, accuracy, and completion with moderate to large effects overall (Tau-U, NAP, BC-SMD). Implications are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"36 1","pages":"38 - 61"},"PeriodicalIF":1.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1660748","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47276484","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 : 2020-01-02DOI: 10.1080/15377903.2019.1619646
Paul C. Jones, K. Salamon
Abstract Limited attention has been devoted in school psychology training programs to students with chronic health conditions. School psychologists are situated to provide behavioral and mental health services to students with chronic health conditions. The focus of this report is on pediatric chronic pain. Pediatric chronic pain is prevalent and can be debilitating, putting students at significant risk for adverse personal, social, and academic outcomes. This primer is designed to educate school psychologists about pediatric chronic pain, within the context of the biopsychosocial model of chronic pain, and to highlight the necessary components of a comprehensive model of intervention for students with pediatric chronic pain. Examples of interventions that can be provided within a school setting are presented in the framework of a multitiered system of support.
{"title":"Treating Pediatric Chronic Pain in Schools: A Primer for School Psychologists","authors":"Paul C. Jones, K. Salamon","doi":"10.1080/15377903.2019.1619646","DOIUrl":"https://doi.org/10.1080/15377903.2019.1619646","url":null,"abstract":"Abstract Limited attention has been devoted in school psychology training programs to students with chronic health conditions. School psychologists are situated to provide behavioral and mental health services to students with chronic health conditions. The focus of this report is on pediatric chronic pain. Pediatric chronic pain is prevalent and can be debilitating, putting students at significant risk for adverse personal, social, and academic outcomes. This primer is designed to educate school psychologists about pediatric chronic pain, within the context of the biopsychosocial model of chronic pain, and to highlight the necessary components of a comprehensive model of intervention for students with pediatric chronic pain. Examples of interventions that can be provided within a school setting are presented in the framework of a multitiered system of support.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"36 1","pages":"20 - 37"},"PeriodicalIF":1.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1619646","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45604029","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 : 2019-11-14DOI: 10.1080/15377903.2020.1821273
Corey Peltier, Mindy E. Lingo, Faye A. Autry, Malarie E. Deardorff, Maegann Palacios
Abstract Many students identified with a specific learning disability (SLD) experience difficulty with mathematical problem solving. Schema-based instruction (SBI) is identified as a promising practice for students with a SLD. The current projects aimed to tests the efficacy of SBI implemented by a teacher under routine conditions. This extends prior literature by (a) using a teacher as the implementer, (b) allowing flexibility in the intervention protocol, (c) condensing the duration of intervention sessions, and (d) providing instruction in small group settings. In addition, we measured student problem solving performance on word problems requiring two-steps. We used a multiple-probe design across three groups of fifth-grade participants (n = 7) receiving supplemental instruction in a resource room setting. Results indicated a functional relation between SBI and problem-solving performance on one-step word problems. However, the magnitude of change and consistency in performance varied across participants. Student performance on two-step word problems embedded within one structure and combined structures was low. The NAP, Tau, LRRi, and BC-SMD effect sizes were used to quantify effects. Implications are discussed in regard to systematic replication and conditions that may impact fidelity.
{"title":"Schema-Based Instruction Implemented under Routine Conditions","authors":"Corey Peltier, Mindy E. Lingo, Faye A. Autry, Malarie E. Deardorff, Maegann Palacios","doi":"10.1080/15377903.2020.1821273","DOIUrl":"https://doi.org/10.1080/15377903.2020.1821273","url":null,"abstract":"Abstract Many students identified with a specific learning disability (SLD) experience difficulty with mathematical problem solving. Schema-based instruction (SBI) is identified as a promising practice for students with a SLD. The current projects aimed to tests the efficacy of SBI implemented by a teacher under routine conditions. This extends prior literature by (a) using a teacher as the implementer, (b) allowing flexibility in the intervention protocol, (c) condensing the duration of intervention sessions, and (d) providing instruction in small group settings. In addition, we measured student problem solving performance on word problems requiring two-steps. We used a multiple-probe design across three groups of fifth-grade participants (n = 7) receiving supplemental instruction in a resource room setting. Results indicated a functional relation between SBI and problem-solving performance on one-step word problems. However, the magnitude of change and consistency in performance varied across participants. Student performance on two-step word problems embedded within one structure and combined structures was low. The NAP, Tau, LRRi, and BC-SMD effect sizes were used to quantify effects. Implications are discussed in regard to systematic replication and conditions that may impact fidelity.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"37 1","pages":"246 - 267"},"PeriodicalIF":1.0,"publicationDate":"2019-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1821273","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44812298","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 : 2019-04-26DOI: 10.1080/15377903.2019.1601145
Craig F Spiel, Steven W. Evans, Judith R. Harrison
Abstract The purpose of this study was to determine if reading a standardized tests aloud is an effective accommodation to address impairment associated with attention-deficit/hyperactivity disorder (ADHD) as demonstrated by a differential boost to those with ADHD relative to same aged typically developing peers and if the size of the differential boost changed over the duration of the test. Participants were 45 children in Grades 5 and 6 (58% with ADHD), who were randomly assigned to take a standardized test in silence or with a recording of the test questions and answer choices read aloud. Results indicated that reading tests aloud significantly improved the testing performance of children with ADHD and provided a differential boost relative to children without ADHD. Implications for practice and future research are discussed.
{"title":"Does Reading Standardized Tests Aloud Meet the Scientific Definition of an Accommodation?","authors":"Craig F Spiel, Steven W. Evans, Judith R. Harrison","doi":"10.1080/15377903.2019.1601145","DOIUrl":"https://doi.org/10.1080/15377903.2019.1601145","url":null,"abstract":"Abstract The purpose of this study was to determine if reading a standardized tests aloud is an effective accommodation to address impairment associated with attention-deficit/hyperactivity disorder (ADHD) as demonstrated by a differential boost to those with ADHD relative to same aged typically developing peers and if the size of the differential boost changed over the duration of the test. Participants were 45 children in Grades 5 and 6 (58% with ADHD), who were randomly assigned to take a standardized test in silence or with a recording of the test questions and answer choices read aloud. Results indicated that reading tests aloud significantly improved the testing performance of children with ADHD and provided a differential boost relative to children without ADHD. Implications for practice and future research are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"35 1","pages":"380 - 399"},"PeriodicalIF":1.0,"publicationDate":"2019-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1601145","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42198368","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 : 2019-04-24DOI: 10.1080/15377903.2019.1587802
Kimberly A. Zoder-Martell, Margaret T. Floress, Ronan S. Bernas, Brad A. Dufrene, Samantha L. Foulks
Abstract The purpose of this study was to synthesize the literature in support of training teachers to use behavior-specific praise, which is a strategy used to reduce students’ disruptive and off-task behavior as well as prevent students’ problem behaviors from occurring. The results of 28 single-case studies examining the effectiveness of training teachers to increase their use of behavior-specific praise were synthesized in this meta-analysis. Overall results suggest that praise training produced a strong effect (Tau-U = 0.85) at increasing teachers’ use of behavior-specific praise. Limitations, implications, and future directions of the findings are discussed.
{"title":"Training Teachers to Increase Behavior-Specific Praise: A Meta-Analysis","authors":"Kimberly A. Zoder-Martell, Margaret T. Floress, Ronan S. Bernas, Brad A. Dufrene, Samantha L. Foulks","doi":"10.1080/15377903.2019.1587802","DOIUrl":"https://doi.org/10.1080/15377903.2019.1587802","url":null,"abstract":"Abstract The purpose of this study was to synthesize the literature in support of training teachers to use behavior-specific praise, which is a strategy used to reduce students’ disruptive and off-task behavior as well as prevent students’ problem behaviors from occurring. The results of 28 single-case studies examining the effectiveness of training teachers to increase their use of behavior-specific praise were synthesized in this meta-analysis. Overall results suggest that praise training produced a strong effect (Tau-U = 0.85) at increasing teachers’ use of behavior-specific praise. Limitations, implications, and future directions of the findings are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"35 1","pages":"309 - 338"},"PeriodicalIF":1.0,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1587802","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46501879","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 : 2019-04-22DOI: 10.1080/15377903.2019.1597796
Marcia R. Sytsma, Carlos J. Panahon, D. Houlihan
Abstract With the rapid change in cultural demographics across the globe, an argument is constructed suggesting that school psychologists implement peer tutoring strategies as a means to help dual language students and English language learners. Literature supporting the use of peer tutoring in mastery of second languages is reviewed. Specific focus is on reciprocal peer tutoring and cross-age tutoring and the identifiable advantages these programs might present as compared with traditional teacher–led methods. Recommendations for school psychologists to implement peer tutoring for dual language and English learner students are discussed.
{"title":"Peer Tutoring as a Model for Language and Reading Skills Development for Students who are English Language Learners","authors":"Marcia R. Sytsma, Carlos J. Panahon, D. Houlihan","doi":"10.1080/15377903.2019.1597796","DOIUrl":"https://doi.org/10.1080/15377903.2019.1597796","url":null,"abstract":"Abstract With the rapid change in cultural demographics across the globe, an argument is constructed suggesting that school psychologists implement peer tutoring strategies as a means to help dual language students and English language learners. Literature supporting the use of peer tutoring in mastery of second languages is reviewed. Specific focus is on reciprocal peer tutoring and cross-age tutoring and the identifiable advantages these programs might present as compared with traditional teacher–led methods. Recommendations for school psychologists to implement peer tutoring for dual language and English learner students are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"35 1","pages":"357 - 379"},"PeriodicalIF":1.0,"publicationDate":"2019-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1597796","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48035715","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 : 2019-04-03DOI: 10.1080/15377903.2018.1528489
Anne Williford, Paula J. Fite, Kathryn J. DePaolis, John L. Cooley, P. Hawley, Debbie Isen
Abstract Although most states across the United States have enacted anti-bullying legislation, state laws vary greatly in detail and direction, leaving many school districts wondering how to best address the problem of bullying and comply with their state’s legislative requirements. In response, a comprehensive, statewide training initiative was conducted for school personnel to offer guidance on developing and implementing such policies at the local level. In the present piece, the authors explicate the process by which they (a) derived theoretically grounded, empirically driven recommendations; (b) developed training materials and a project website; and (c) disseminated the material and recommendations across the state. They also present key outcomes as a result of this training initiative.
{"title":"A Comprehensive Training Initiative for Educators to Develop and Implement Effective Anti-Bullying Policies in K–12 Schools","authors":"Anne Williford, Paula J. Fite, Kathryn J. DePaolis, John L. Cooley, P. Hawley, Debbie Isen","doi":"10.1080/15377903.2018.1528489","DOIUrl":"https://doi.org/10.1080/15377903.2018.1528489","url":null,"abstract":"Abstract Although most states across the United States have enacted anti-bullying legislation, state laws vary greatly in detail and direction, leaving many school districts wondering how to best address the problem of bullying and comply with their state’s legislative requirements. In response, a comprehensive, statewide training initiative was conducted for school personnel to offer guidance on developing and implementing such policies at the local level. In the present piece, the authors explicate the process by which they (a) derived theoretically grounded, empirically driven recommendations; (b) developed training materials and a project website; and (c) disseminated the material and recommendations across the state. They also present key outcomes as a result of this training initiative.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"35 1","pages":"146 - 175"},"PeriodicalIF":1.0,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2018.1528489","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42996451","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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