Journal of Educational and Psychological Consultation最新文献

Adaptation of a fidelity monitoring tool for online delivery of the Family Check-Up. 为在线提供家庭检查调整保真度监测工具。

IF 1.1 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2026-01-01 Epub Date: 2025-09-16 DOI: 10.1080/10474412.2025.2556756

Katherine A Hails, Amanda Trujillo, Audrey C B Sileci, Elizabeth J S Bates, Anne Marie Mauricio, Elizabeth A Stormshak

{"title":"Adaptation of a fidelity monitoring tool for online delivery of the Family Check-Up.","authors":"Katherine A Hails, Amanda Trujillo, Audrey C B Sileci, Elizabeth J S Bates, Anne Marie Mauricio, Elizabeth A Stormshak","doi":"10.1080/10474412.2025.2556756","DOIUrl":"https://doi.org/10.1080/10474412.2025.2556756","url":null,"abstract":"Motivational interviewing (MI) strategies have been incorporated into several parenting interventions designed for in-person delivery, with evidence that such strategies are critical for enhancing treatment engagement and outcomes. An online adaptation of the Family Check-Up (FCU), an evidence-based parenting intervention grounded in MI, was developed to increase families' access to evidence-based parenting support. The FCU Online is a digital health intervention that includes evidence-based parenting content delivered via a mobile app and tailored telehealth coaching based in MI principles. In the current study, our goal was to adapt the COACH, an observational tool designed to assess fidelity for the in-person version of the FCU, to fit the online coaching model. Like the original, the adapted COACH assesses different domains of fidelity to the FCU model, including competence in MI skill utilization and adherence to structural aspects of the model. We used the adapted COACH to code a sub-sample of audio-recorded FCU Online coaching sessions (n=134) from a recent randomized controlled trial of the FCU Online for early childhood. Our second aim was to test whether COACH domains assessing MI skills versus other aspects of fidelity were more consistently associated with caregiver intervention engagement. We found that COACH fidelity ratings were associated with caregiver intervention engagement in both the app and coaching, with COACH domains assessing MI skills more consistently associated with engagement. Overall, our findings provide support for the utility of a fidelity coding tool for a flexible, MI-based digital health intervention that can be delivered in educational settings.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"36 1","pages":"130-153"},"PeriodicalIF":1.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13099231/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Coaching Teachers to Implement Equity and Social and Emotional Learning Focused Curricula in the Classroom: Insights from a Randomized Controlled Trial. 指导教师在课堂上实施公平、社会和情感学习为重点的课程：来自随机对照试验的见解。

IF 1.1 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2025-12-23 DOI: 10.1080/10474412.2025.2596780

Meredith P Franco, Sandra Rouiller, Catherine P Bradshaw, Elise T Pas, Toshna Pandey, Chelsea A Kaihoi, Jessika H Bottiani

{"title":"Coaching Teachers to Implement Equity and Social and Emotional Learning Focused Curricula in the Classroom: Insights from a Randomized Controlled Trial.","authors":"Meredith P Franco, Sandra Rouiller, Catherine P Bradshaw, Elise T Pas, Toshna Pandey, Chelsea A Kaihoi, Jessika H Bottiani","doi":"10.1080/10474412.2025.2596780","DOIUrl":"10.1080/10474412.2025.2596780","url":null,"abstract":"Teacher coaching has frequently been used to support the implementation of social and emotional learning (SEL) interventions in classrooms. Though research on effective SEL implementation coaching strategies is growing, less is known about coaching to support equity-focused SEL. The present study sought to address this gap through an examination of coaching provided in a randomized controlled trial in which schools were assigned to either (a) an active control condition, where they received teacher coaching supports for the implementation of the SEL curriculum, Second Step or (b) an intervention condition where they also received an equity-focused set of lessons as an augmentation to Second Step, plus coaching supports for the implementation of both. The current study aimed to assess fidelity to the coaching models, examine coaching acceptability, and explore teacher engagement in coaching among 106 coached teachers across both conditions. Results indicated that coaching in both conditions was implemented as designed and that intervention condition coaching was distinct from coaching solely focused on SEL. Across both conditions, teacher demographic characteristics were associated with coaching participation, and teachers had positive experiences working with coaches. We conclude with a discussion of implications and recommendations for coaching to optimize implementation of equity-focused SEL.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13021147/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147575946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Improving the Fit of Interventions for Autism in Schools: Lessons Learned Following Paraeducator Coaching on the RUBIES Program. 改善学校对自闭症的干预：在RUBIES项目的辅助教育者指导下的经验教训。

IF 1.1 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2025-11-05 DOI: 10.1080/10474412.2025.2578840

Daina M Tagavi, Sydney Puga, Catherine Dick, Angela V Dahiya, Karen Bearss, Jill Locke

{"title":"Improving the Fit of Interventions for Autism in Schools: Lessons Learned Following Paraeducator Coaching on the RUBIES Program.","authors":"Daina M Tagavi, Sydney Puga, Catherine Dick, Angela V Dahiya, Karen Bearss, Jill Locke","doi":"10.1080/10474412.2025.2578840","DOIUrl":"10.1080/10474412.2025.2578840","url":null,"abstract":"Implementing evidence-based behavioral interventions in school settings presents various challenges, particularly for paraeducators who often have limited formal training in working with autistic students, let alone specific behavior management strategies for this population. This study examined paraeducator feedback on the RUBI in Educational Settings (RUBIES) intervention, an adapted evidence-based behavioral intervention for schools. Sixteen paraeducators who participated in a randomized controlled trial of RUBIES completed semi-structured interviews, providing insights into the program's strengths and areas for improvement. Using the Framework for Reporting Adaptations and Modifications - Expanded (FRAME), feedback was categorized into (a) positive feedback and (b) adaptation suggestions in the areas of (a) content and (b) implementation and scale-up activities. Paraeducators found RUBIES content effective in reducing challenging behaviors and improving student engagement. However, implementation barriers such as scheduling constraints, difficulty accessing materials, and limited coordination with broader educational teams were identified. Recommendations included expanding staff training and integrating digital tools for real-time strategy use and data collection. Findings highlight the need for ongoing monitoring and iterative adaptation of RUBIES implementation strategies in collaboration with community partners to ensure its feasibility and sustainability in school settings. Future research should focus on refining RUBIES and assessing long-term outcomes to enhance the program's impact on paraeducators and autistic students.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12710468/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145783344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Consultation Training to Develop Change Agents: Introduction to the Special Issue 培养变革推动者的咨询培训：特刊简介

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2024-09-05 DOI: 10.1080/10474412.2024.2399973

Daniel S. Newman, David Shriberg, Patrice Leverett

引用次数: 0

Equal Ground: Meaningful Collaboration with Culturally and Linguistically Diverse Families of Children with Intellectual and/or Developmental Disabilities 平等基础：与智力和/或发育障碍儿童的不同文化和语言家庭开展有意义的合作

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2024-08-24 DOI: 10.1080/10474412.2024.2393855

Zach Rossetti, Oanh Bui, Nancy Figueroa, Rania Kelly, Manuel Angel Ramirez, Ruchi Mendiratta Khanna, Janet Sauer

引用次数: 0

Teacher-Paraeducator Teams: Strategies and Systems to Improve Student Outcomes Through the Art of Collaboration 教师-辅助教育工作者团队：通过合作艺术提高学生成绩的策略和系统

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2024-08-21 DOI: 10.1080/10474412.2024.2393851

Peggy A. Yates, Ritu V. Chopra, Marilyn Likins

引用次数: 0

The Critical Nature of Collaboration in Special Education: An Analysis of the IDEA 特殊教育中合作的关键性：对《国际教育成就评价法》的分析

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2024-08-16 DOI: 10.1080/10474412.2024.2391329

Mitchell Yell, David Bateman

引用次数: 0

Acknowledging Loss: A Consultative Approach to Grief Support for Students with Intellectual Disabilities 承认损失：为智障学生提供悲伤支持的咨询方法

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2024-08-01 DOI: 10.1080/10474412.2024.2385340

Laurel A. Snider, Kayla McCreadie, Devadrita Talapatra, Leandra Parris

引用次数: 0

Guidelines for Adapting Mindfulness-Based School Interventions with Youth Who Are Racially and Ethnically Marginalized 针对种族和族裔边缘化青少年调整基于正念的学校干预指南

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2024-07-10 DOI: 10.1080/10474412.2024.2373462

Mary L. Phan, Tyler L. Renshaw

引用次数: 0

Race-Conscious Teacher Coaching: Disrupting Implicit Bias and Improving Teachers’ Relationships with Black Students 具有种族意识的教师辅导：消除隐性偏见，改善教师与黑人学生的关系

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2024-05-28 DOI: 10.1080/10474412.2024.2359673

Kandace W. Mossing, Tai A. Collins, Daniel S. Newman, Kathleen A. King, Jordan F. Pollard

引用次数: 0