Contemporary school psychology最新文献

The prevalence of autism spectrum disorder (ASD) has risen significantly in the past two decades. Unfortunately, there is a shortage of mental health providers who have specialized training in delivering evidenced-based services to this population. Early intensive behavioral intervention (EIBI) is an evidenced-based treatment recommended for toddlers with ASD, and school psychologists are uniquely positioned to help children with ASD receive it. However, many school psychologists do not receive adequate training in this subspecialty. This paper makes recommendations to school psychology training programs about how to add or improve training in this subspecialty based on the results of an Office of Special Education Programs grant-funded ASD training program which involved collaboration between a NASP-approved and APA-accredited school psychology training program and a community-based early intensive behavioral intervention (EIBI) clinic. The grant supported development of an interdisciplinary didactic and clinical training program to increase the ASD knowledge, skills, and competencies of school psychology graduate students, with the broader goals of developing a replicable training model and increasing the workforce of trained providers for this underserved population. Fifteen graduate students completed the training program. Outcomes related to trainee knowledge, skills, and competencies, trainee satisfaction, and lessons learned over time analyzed within a logic model that guided the project's development and execution can be informative for other school psychology programs undertaking training in this subspecialty.

Minimizing teacher stress is an essential aspect of effective teaching and supporting a healthy school climate. Previous research has indicated that teachers who experience elevated levels of occupational stress may have a negative perception of their school's climate, poor mental/physical health, poor relationships with their students, and are less likely to stay within their occupations. In addition, recent research has shown that Americans have experienced an increase in stress levels since the beginning of 2020 due to COVID-19-related stressors. This study sought to expand on previous research that investigated how teacher occupational stress is associated with teachers' perceptions of school climate. This study also examined how COVID-19-related stressors are associated with teachers' perceptions of school climate. Data from 111 elementary, middle, and high school teachers in the Southeastern United States were collected using self-report surveys on school climate, teacher occupational stress, and COVID-19-related stress. Linear regression analysis revealed that teacher occupational stress was not significantly associated with teachers' perceptions of school climate; however, a negative association between teachers' COVID-19-related stress and their perceptions of school climate was observed. This finding suggests that as teachers' COVID-19-related stress increased, their perceptions of school climate tended to decrease. The findings of this study provide insight into how to better support teachers' well-being so they can effectively perform their jobs and contribute to positive outcomes for students.

Supplementary information: The online version contains supplementary material available at 10.1007/s40688-022-00428-2.

The conducting of universal mental health screening is one widely endorsed practice suitable for use within P-12 school settings to more proactively identify children and young people experiencing or displaying characteristics of a mental health disorder. Absent routine screening, many school-age youth with mental health concerns, especially those of an internalizing nature, may go unidentified and left without timely treatment, support, and services. The current study, which employed survey methodology with principal respondents from four Midwestern states, primarily sought to contribute to and update the literature on the universal mental health screening practice habits of P-12 schools. Most principal respondents reported that their school does not currently conduct universal mental health screening and cited barriers (e.g., money, time, lack of support system in place) to screening commonly documented in prior studies. Many principals reported at least a moderate degree of interest in their school beginning to conduct universal screening in their buildings; however, a similar majority reported little to no knowledge about this important practice. Fortunately, principal respondents were generally interested in and receptive to support from their school psychologist in exploring and eventually implementing the conducting of universal mental health screening in their building. Implications for practice and future research, along with the potential for school psychologist leadership and role expansion, are discussed.

Purpose: To assess the safety and tolerability of a vandetanib-eluting radiopaque embolic (BTG-002814) for transarterial chemoembolization (TACE) in patients with resectable liver malignancies.

Materials and methods: The VEROnA clinical trial was a first-in-human, phase 0, single-arm, window-of-opportunity study. Eligible patients were aged ≥18 years and had resectable hepatocellular carcinoma (HCC) (Child-Pugh A) or metastatic colorectal cancer (mCRC). Patients received 1 mL of BTG-002814 transarterially (containing 100 mg of vandetanib) 7-21 days prior to surgery. The primary objectives were to establish the safety and tolerability of BTG-002814 and determine the concentrations of vandetanib and the N-desmethyl vandetanib metabolite in the plasma and resected liver after treatment. Biomarker studies included circulating proangiogenic factors, perfusion computed tomography, and dynamic contrast-enhanced magnetic resonance imaging.

Results: Eight patients were enrolled: 2 with HCC and 6 with mCRC. There was 1 grade 3 adverse event (AE) before surgery and 18 after surgery; 6 AEs were deemed to be related to BTG-002814. Surgical resection was not delayed. Vandetanib was present in the plasma of all patients 12 days after treatment, with a mean maximum concentration of 24.3 ng/mL (standard deviation ± 13.94 ng/mL), and in resected liver tissue up to 32 days after treatment (441-404,000 ng/g). The median percentage of tumor necrosis was 92.5% (range, 5%-100%). There were no significant changes in perfusion imaging parameters after TACE.

Conclusions: BTG-002814 has an acceptable safety profile in patients before surgery. The presence of vandetanib in the tumor specimens up to 32 days after treatment suggests sustained anticancer activity, while the low vandetanib levels in the plasma suggest minimal release into the systemic circulation. Further evaluation of this TACE combination is warranted in dose-finding and efficacy studies.

Despite rapidly increasing cultural and linguistic diversity in US schools, the majority of psychoeducational evaluations will be conducted by monolingual, English-speaking school psychologists. As such, the appropriate use of interpreters has been identified as a critical skill in working with emergent bilinguals and their families. Surveys of practicing school psychologists conducting assessments with emergent bilinguals indicate a lack of knowledge and training in the use of interpreters; however, few studies have examined the extent to which school psychology graduate students are trained in the appropriate use of interpreters. Utilizing survey methodology, this study examined school psychology graduate students' training in and preparedness to work with interpreters, as well as their knowledge of best practices in the use of interpreters. Current graduate students and interns enrolled in school psychology master's, specialist, and doctoral programs in 36 states throughout the USA (n = 364) responded to the survey. The majority of participants were White (61.5%), monolingual (70.3%), and seeking a master's or specialist degree (71.2%). Survey responses suggest that graduate students and interns' training, knowledge, and preparedness to work with interpreters is lacking. A qualitative analysis of the open-ended question revealed that first-hand experience working with interpreters was among the most beneficial types of training experiences for graduate students and interns. Implications for how program directors and graduate-level faculty can provide better training for their students in the use of interpreters are discussed.