Journal of Applied School Psychology最新文献

{"title":"School-Based Support for Families of Students with Traumatic Brain Injuries","authors":"S. Davies","doi":"10.1080/15377903.2020.1734708","DOIUrl":"https://doi.org/10.1080/15377903.2020.1734708","url":null,"abstract":"Abstract Families of children with traumatic brain injuries (TBIs) often experience emotional burden related to the sudden onset, intensity, and duration of the recovery process. Family support can improve outcomes; however, parents and siblings of students with TBI often do not receive the help they need, which can impede the injured child’s recovery. This qualitative study involved focus groups with school psychologists who have worked with students with TBIs. Participants were asked about challenges experienced by families of students with TBI and how school psychologists could better support families of children with TBI. Themes included: guilt, change, lack of time and resources, and inconsistent or fragmented advice and services. Four specific areas of opportunity for developing improved school-based services are discussed. These include facilitating collaborative consultation, being a direct source of support, teaching coping and resilience strategies, and elevating awareness.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"36 1","pages":"275 - 292"},"PeriodicalIF":1.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1734708","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44872249","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}

{"title":"Integrating a Self-Regulation Focused Cognitive-Behavioral Intervention in the Classroom","authors":"B. M. Stran, B. Chapin, E. Joy, Brooke Stover, Alexandrea D. Maffei","doi":"10.1080/15377903.2020.1727600","DOIUrl":"https://doi.org/10.1080/15377903.2020.1727600","url":null,"abstract":"Abstract This article seeks to demonstrate the effectiveness of an age-specific, manualized self-regulation treatment approach, Self-Regulation Training System (SRTS). SRTS interventions were implemented through waitlist control design over a span of two months to students in fourth grade classes from eight different elementary schools in the Midwestern United States (N = 373). The sample comprised of 52% boys, with an average age of 9.25 (SD = 0.45). A significant increase in average teacher-reported self-regulation scores was observed in both waitlist and experimental groups after the intervention was administered. In addition, students’ problem behaviors increased in the waitlist group when students had not received the intervention and remained stable once students experienced the intervention in both the experimental and waitlist conditions. Overall, the results provide initial evidence that the classroom wide interventions like the SRTS may be helpful in promoting self-regulation skills in children. Interventions such as the SRTS provide a feasible way for schools to promote self-regulation skills and influence problem behaviors in the classroom.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"36 1","pages":"261 - 274"},"PeriodicalIF":1.0,"publicationDate":"2020-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1727600","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41894023","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}

{"title":"Introduction to Special Issue on Tier 2 Adaptations to Behavioral Interventions: A Focus on Innovations and Recommendations","authors":"Sara C. McDaniel, A. Bruhn, Catherine P. Bradshaw","doi":"10.1080/15377903.2020.1714852","DOIUrl":"https://doi.org/10.1080/15377903.2020.1714852","url":null,"abstract":"Given the rapid growth and expansion of multi-tiered interventions and supports to address behavior, educators and researchers are increasingly seeking support and innovations regarding the implementation of interventions at the more advanced tiers. While there is still a need for work related to implementation of universal or Tier 1 interventions and programs, there has been a considerable gap in relation to Tier 2 behavioral interventions more specifically. Several studies have documented significant outcomes of Tier 2 behavioral interventions on student outcomes (e.g., Check-in/Checkout; Drevon, Hixson, Wyse, & Rigney, 2019), yet there is limited research and guidance around methods for improving the effectiveness and efficiency of these interventions by adapting them to students’ needs and the contexts in which they are delivered. As a result, this special issue includes a set of original papers focused on Tier 2 behavioral interventions that move beyond typical “one size fits all” approaches to Tier 2 interventions for behavior problems and builds on a previous special issue on current issues in Tier 2 in the Journal of Applied School Psychology (Stormont & Reinke, 2013) published 6 years ago. Specifically, this special issue provides conceptual and research-based papers that describe approaches to adapting Tier 2 behavioral interventions. Building on the prior work on this topic by Stormont and Reinke (2013), we organized a special issue with the overarching goal of advancing empirical and theoretical work related to adapting Tier 2 interventions and adaptive processes within Tier 2. Specifically, this set of conceptual and research-based papers describe several practical, feasible approaches to adapting Tier 2 behavioral interventions to meet the varying needs of students requiring Tier 2 intervention, thus improving effectiveness and potentially reducing overidentification for Tier 3 supports. Toward this end, we drew upon applied research across multiple fields, including general education, special education, psychology, counseling,","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"36 1","pages":"107 - 110"},"PeriodicalIF":1.0,"publicationDate":"2020-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1714852","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41598070","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}

{"title":"An Evaluation of Adaptations Made to Tier 2 Social Skill Training Programs","authors":"L. Kern, Kelsey Gaier, Samantha Kelly, Christiana Nielsen, Colleen E. Commisso, J. Wehby","doi":"10.1080/15377903.2020.1714858","DOIUrl":"https://doi.org/10.1080/15377903.2020.1714858","url":null,"abstract":"Abstract Within a three-tiered intervention framework, such as School-Wide Positive Behavioral Interventions and Supports, Tier 2 interventions were initially conceived as employing a standard protocol across all at-risk students. Research and practice, however, suggests advantages to adapting interventions so they are tailored to individual student needs. In this literature review, we examined adaptations to social skills training (SST). We identified 19 studies that implemented SST within a tiered framework, eight of which made adaptations. Across the studies, nine different types of adaptations were made. All studies made multiple simultaneous adaptations with the 156 participants, which resulted in uniformly favorable outcomes. Most studies made adaptations at the study onset and the rationale for making the adaptations varied. Studies varied in the number of Quality Indicators present. This review indicates that adaptations may improve the effectiveness of Tier 2 interventions; however, additional research is needed to provide further evidence of the effectiveness of individual adaptations and to identifying procedures for selecting adaptations matched to student need.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"36 1","pages":"155 - 172"},"PeriodicalIF":1.0,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1714858","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41464347","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}

{"title":"Reengineering Tier 2 Interventions for Responsive Decision Making: An Adaptive Intervention Process","authors":"Caitlyn E. Majeika, A. Bruhn, Brittany I. Sterrett, Sara C. McDaniel","doi":"10.1080/15377903.2020.1714855","DOIUrl":"https://doi.org/10.1080/15377903.2020.1714855","url":null,"abstract":"Abstract Tier 2 social behavioral interventions are designed to support up to 15% of the school population; as such, they must be efficient and effective. The purpose of this article is to propose an adaptive, responsive approach to the implementation of social behavioral Tier 2 interventions, considering both core components and malleable features to increase the likelihood of improved student outcomes. We describe horizontal adaptations, which are based on student characteristics and contextual factors, as well as vertical adaptations, which are based on data indicating a student’s response (or nonresponse) to intervention. These adaptations are discussed within the context of previous research on three commonly implemented Tier 2 interventions: check- in/check-out, self-management strategies, and social skills training.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"36 1","pages":"111 - 132"},"PeriodicalIF":1.0,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1714855","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47090693","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}

{"title":"Enhancing the Outcomes of Tier 2 Interventions through Planful Adaptations","authors":"M. Stormont, W. Reinke","doi":"10.1080/15377903.2020.1714862","DOIUrl":"https://doi.org/10.1080/15377903.2020.1714862","url":null,"abstract":"Abstract The articles in the current special issue advance the literature on Tier 2 in the crucial area of discussing adaptations to existing Tier 2 interventions to enhance positive student outcomes. Adaptation is common practice in school settings. Thus, setting up recommendations, or embedding guiding principles for how to successfully adapt Tier 2 interventions is an important area of work. In this commentary, we highlight three key implications, moving beyond one size fits all, having a systematic process to guide adaptations, and establishing and supporting leadership teams in Tier 2 interventions to enhance student success. Implications for future research and school practices are provided.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"2 3","pages":"227 - 234"},"PeriodicalIF":1.0,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1714862","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41298888","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}

{"title":"Both/and: Tier 2 Interventions with Transdiagnostic Utility in Addressing Emotional and Behavioral Disorders in Youth","authors":"Meghan E. Clifford, A. Nguyen, Catherine P. Bradshaw","doi":"10.1080/15377903.2020.1714859","DOIUrl":"https://doi.org/10.1080/15377903.2020.1714859","url":null,"abstract":"Abstract The extant literature suggests that a shared set of deficits (e.g., emotion dysregulation) underlies both internalizing and externalizing emotional and behavioral disorders (EBDs) among youth. As such, many Tier 2 interventions contain a similar set of core components, which in turn are associated with global symptom reductions. This conceptual and narrative review of the literature focuses on the potential to optimize transdiagnostic utility and expand the range of targeted domains within a Tier 2 intervention framework; such an approach may maximize the positive effects of interventions across EBD symptoms while simultaneously reducing the burden on schools to implement multiple programs with different targets. Drawing upon this evidence base, we conclude by making recommendations for adapting the content of Tier 2 interventions to achieve transdiagnostic utility in an efficient and sustainable manner.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"36 1","pages":"173 - 197"},"PeriodicalIF":1.0,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1714859","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48374033","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}

{"title":"Identifying Factors Associated with Patterns of Student Attendance and Participation in a Group Tier 2 Preventive Intervention: Implications for Adaptation","authors":"Elise T. Pas, L. Kaiser, J. Rabinowitz, J. Lochman, Catherine P. Bradshaw","doi":"10.1080/15377903.2020.1714860","DOIUrl":"https://doi.org/10.1080/15377903.2020.1714860","url":null,"abstract":"Abstract The extent to which youth attend Tier 2 evidence-based intervention is an important dimension of implementation. This study examined attendance patterns of 369 middle schoolers involved in a randomized trial testing the impact of Coping Power, an evidence-based Tier 2 preventive intervention. We conducted latent profile analysis to examine student attendance at the 25 Coping Power sessions and found three attendance patterns: 69.9% of youth had high and stable attendance, 19.5% of youth had moderate and modestly declining attendance, and 10.6% had poor and sharply declining attendance. We then examined whether students of a particular gender and race or in single-gender/race intervention groups were more likely to demonstrate certain attendance patterns and whether there were mean differences across attendance patterns on student behavioral risk, affect, and group engagement, group characteristics (e.g., group behavioral norms), and individual contacts with the group leader. Analyses indicated students demonstrating the poor and sharply declining attendance pattern had higher early-session negative affect than students with the other two attendance patterns and were less likely to be in gender-balanced groups than students with moderate and modestly declining attendance. Students with moderate and modestly declining attendance spent more time in contacts with group leaders than students with high and stable attendance. Students with high attendance were in groups with the highest early-session group attendance rates. Implications of these findings for adaptation and tailoring of the Tier 2 Coping Power program are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"36 1","pages":"198 - 226"},"PeriodicalIF":1.0,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1714860","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48484676","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}

{"title":"Using Evidence Informed Strategies to Adapt Tier 2 Interventions","authors":"Brittany I. Sterrett, Sara C. McDaniel, Caitlyn E. Majeika, A. Bruhn","doi":"10.1080/15377903.2020.1714856","DOIUrl":"https://doi.org/10.1080/15377903.2020.1714856","url":null,"abstract":"Abstract Positive Behavioral Intervention Supports (PBIS) is a preventative and responsive three-tiered framework comprised of a continuum of evidence-based practices and interventions. Adaptation, or tailoring is a critical component to the PBIS system, as it is not intended to be a standard treatment protocol, particularly at the Tier 2 level. Tier 2 interventions require fidelity to core ingredients that make the intervention effective but issues still arise concerning the targeted intervention’s implementation, student response, intensity need, and social validity that inform the tailoring of interventions at Tier 2. Currently, there is no clear protocol for adapting Tier 2 intervention. The purpose of this paper is guide implementers with the adaptation process by providing descriptions and examples of possible intervention adaptations based on (1) student characteristics, (2) intervention characteristics, and (3) setting characteristics.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"36 1","pages":"133 - 154"},"PeriodicalIF":1.0,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1714856","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42098656","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}

{"title":"Implementation Fidelity of Culturally Responsive School-Wide Positive Behavior Interventions and Supports in a Spanish-Language Magnet School: A Case Study Emphasizing Context","authors":"Hallie Fetterman, Chelsea Ritter, Julie Q. Morrison, Daniel S. Newman","doi":"10.1080/15377903.2019.1665607","DOIUrl":"https://doi.org/10.1080/15377903.2019.1665607","url":null,"abstract":"Abstract School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is a broad set of evidence-based strategies designed to create school environments that promote and support appropriate behavior of all students. The PBIS Cultural Responsiveness Field Guide provides a foundation for designing a SWPBIS program that meets the needs of culturally and linguistically students in schools. The purpose of this case study is to describe the development and implementation of a SWPBIS program in a newly formed, urban, Spanish-language magnet elementary school. Data from the culturally-responsive SWPBIS Spanish-Language School Program during the first year of implementation indicated increases in implementation fidelity, as well as equitable student knowledge of behavioral expectations across both native Spanish speakers and native English Speakers when culturally responsive materials and procedures were used to teach and reinforce behavior expectations. Teachers also reported positive perceptions of the Program’s goals, procedures, and outcomes. Implications for practice are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"36 1","pages":"106 - 89"},"PeriodicalIF":1.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1665607","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43195523","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}