Journal of Educational and Psychological Consultation最新文献

{"title":"Exploring Fidelity Elements of a Motivational Interviewing-Based Implementation Strategy to Improve Adoption of Evidence-Based Practices in Schools.","authors":"Maria L Hugh, Ana Paula Martinez Cueto, Kathryn E Bruzios, Catherine M Corbin, Larissa M Gaias, Yasmín Landa, Mahima Joshi, Rose Reyes, Roger Goosey, Michael Pullmann, Clayton R Cook, Madeleine Larson, Rachel Barrett, Aaron R Lyon","doi":"10.1080/10474412.2025.2595110","DOIUrl":"10.1080/10474412.2025.2595110","url":null,"abstract":"<p><p>Highly prevalent mental health needs among youth necessitate the use of evidence-based practices (EBPs). However, EBPs are inconsistently implemented in their primary service delivery setting, schools. Educators' and School-based clinicians' motivation and beliefs often hinder their EBP adoption. Beliefs and Attitudes for Successful Intervention in Schools (BASIS) is a theory-informed, group-based, pre-implementation strategy that blends Motivational Interviewing (MI), Strategic Education, and Social Influence techniques shown to improve individual behavior change mechanisms and evidence-based practice (EBP) adoption. MI techniques (e.g. elicit change talk, build an action plan) are integrated throughout BASIS sessions (<i>n</i>= 2; group 3-10), including facilitator-mediated technical aspects (e.g. elicit change talk with open-ended questions, reflect on participant experiences); and individually oriented and small group workbook activities (e.g. setting an intention, problem-solving, planning). As part of a large-scale cluster-randomized control trial simultaneously examining the effectiveness of BASIS and Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), BASIS was delivered via the web by a community-based facilitator to 47 school-based mental healthcare (SBMH) practitioners serving 47 schools in six states. In this paper, we describe the BASIS fidelity elements of content adherence (Aim 1); comprehensiveness, facilitation supports, facilitator competence, and participant responsiveness (Aim 2); and explore the variability and associations between fidelity elements (Aim 3). Overall fidelity elements were high, and closer analysis revealed that adherence and responsiveness were associated. These exploratory findings point to a need for future research to describe and analyze fidelity elements of BASIS other group-based MI-embedded supports, particularly for complex or comprehensive web-based MI-delivery.</p>","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"36 1","pages":"154-179"},"PeriodicalIF":1.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13340565/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148406235","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}

{"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":"10.1080/10474412.2025.2556756","url":null,"abstract":"<p><p>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 (<i>n=</i>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.</p>","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"36 1","pages":"130-153"},"PeriodicalIF":1.3,"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}

{"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":"<p><p>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, <i>Second Step</i> or (b) an intervention condition where they also received an equity-focused set of lessons as an augmentation to <i>Second Step,</i> 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.</p>","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":" ","pages":""},"PeriodicalIF":1.3,"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}

{"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":"<p><p>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.</p>","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":" ","pages":""},"PeriodicalIF":1.3,"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}

{"title":"Consultation Training to Develop Change Agents: Introduction to the Special Issue","authors":"Daniel S. Newman, David Shriberg, Patrice Leverett","doi":"10.1080/10474412.2024.2399973","DOIUrl":"https://doi.org/10.1080/10474412.2024.2399973","url":null,"abstract":"Published in Journal of Educational and Psychological Consultation (Ahead of Print, 2024)","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"37 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Equal Ground: Meaningful Collaboration with Culturally and Linguistically Diverse Families of Children with Intellectual and/or Developmental Disabilities","authors":"Zach Rossetti, Oanh Bui, Nancy Figueroa, Rania Kelly, Manuel Angel Ramirez, Ruchi Mendiratta Khanna, Janet Sauer","doi":"10.1080/10474412.2024.2393855","DOIUrl":"https://doi.org/10.1080/10474412.2024.2393855","url":null,"abstract":"Despite increased attention and research during the past three decades, systemic barriers continue to hamper meaningful collaboration between school personnel (e.g. teachers, consultants) and cultu...","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"10 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher-Paraeducator Teams: Strategies and Systems to Improve Student Outcomes Through the Art of Collaboration","authors":"Peggy A. Yates, Ritu V. Chopra, Marilyn Likins","doi":"10.1080/10474412.2024.2393851","DOIUrl":"https://doi.org/10.1080/10474412.2024.2393851","url":null,"abstract":"Paraeducators have increasingly become an integral part of educational teams in the delivery of instruction to students with disabilities. The appropriate use of paraeducators in special education ...","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"21 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Critical Nature of Collaboration in Special Education: An Analysis of the IDEA","authors":"Mitchell Yell, David Bateman","doi":"10.1080/10474412.2024.2391329","DOIUrl":"https://doi.org/10.1080/10474412.2024.2391329","url":null,"abstract":"A critical requirement of the Individuals with Disabilities Education is that school personnel and parents collaborate in the development and implementation of students’ special education programs....","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"72 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Acknowledging Loss: A Consultative Approach to Grief Support for Students with Intellectual Disabilities","authors":"Laurel A. Snider, Kayla McCreadie, Devadrita Talapatra, Leandra Parris","doi":"10.1080/10474412.2024.2385340","DOIUrl":"https://doi.org/10.1080/10474412.2024.2385340","url":null,"abstract":"Students with intellectual and developmental disabilities (IDD) are at an elevated risk for exposure to bereavement, persistent negative mental health effects after loss, and layered and traumatic ...","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"75 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Guidelines for Adapting Mindfulness-Based School Interventions with Youth Who Are Racially and Ethnically Marginalized","authors":"Mary L. Phan, Tyler L. Renshaw","doi":"10.1080/10474412.2024.2373462","DOIUrl":"https://doi.org/10.1080/10474412.2024.2373462","url":null,"abstract":"Youth who are racially and ethnically marginalized in the United States are placed at risk for mental health disparities and inequities. We propose that promoting social-emotional competencies thro...","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"33 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141614042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}