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1.
A survey of individuals holding the Nationally Certified School Psychologist (NCSP) credential was conducted via the Internet to gather information regarding their measurement of treatment integrity in school‐based interventions and their beliefs about its importance. A sample of 806 self‐selected professionals holding the NCSP credential provided data about the extent to which they measure treatment integrity and the methods they used to measure it when developing interventions via one‐to‐one and group/team consultation. Results showed that 97.6% agreed that measurement of treatment integrity was a key factor to consider and to include when evaluating interventions and when using intervention data for special education eligibility decisions. Few, however, reported regularly documenting it in one‐to‐one (only 11.3%) or group/team consultation (only 1.9%). Recommendations for how school psychologists and other school staff can increase their measurement of treatment integrity in school‐based interventions are offered. © 2008 Wiley Periodicals, Inc. 相似文献
2.
Jennifer A. Mautone George J. DuPaul Asha K. Jitendra Katy E. Tresco Rosemary Vile Junod Robert J. Volpe 《Psychology in the schools》2009,46(10):919-931
This study examined the relationship between treatment integrity and acceptability for reading interventions across two consultation models, intensive data‐based academic intervention (IDAI) and traditional data‐based academic intervention (TDAI). Participants included 83 first‐ through fourth‐grade students who met research criteria for Attention‐Deficit/Hyperactivity Disorder and evidenced academic difficulties and their general and/or special education teachers. Reading interventions were developed through individualized, data‐driven consultation (IDAI) or generic, menu‐based consultative services (TDAI). Results suggested a moderate, positive relationship between treatment integrity and acceptability for both consultation groups, although the relationship was statistically significant for the IDAI group only. Furthermore, although there was a significant difference between consultation groups on treatment integrity, differences between groups on treatment acceptability were not statistically significant. Implications for practice and future research are discussed. © 2009 Wiley Periodicals, Inc. 相似文献
3.
For multi‐tiered systems of support, such as Response‐to‐Intervention and Positive Behavior Interventions and Supports, to effectively impact student outcomes, interventions delivered across the tiers must be implemented as planned (i.e., with adequate treatment integrity). However, research suggests that most school personnel struggle to deliver interventions with treatment integrity, which negatively impacts the potential effectiveness of these interventions. Numerous strategies to support treatment integrity have been developed, but no guidance has been provided regarding how to efficiently and effectively use them. The purpose of this study was to conduct a pilot evaluation of these strategies delivered through a Multi‐Tiered Implementation Supports framework; that is, proactive, feasible treatment integrity strategies were initially delivered to all implementers and based on their responsiveness, increasingly intensive implementation supports were provided as needed. Results suggest that (a) all teachers responded to these supports, but response magnitude was different across teachers and supports; (b) higher levels of treatment integrity generally were associated with fewer disruptive behaviors; and (c) the duration of these support strategies increased across tiers. Future directions for research and implications for the feasible provision of implementation support in schools are described. 相似文献
4.
Melissa A. Maras Aaron M. Thompson Christie Lewis Kathy Thornburg Jacqueline Hawks 《Journal of educational and psychological consultation》2015,25(2-3):198-223
A tiered response model for social-emotional learning (SEL) is needed to address the significant mental health needs of young people in this country. In collaboration with other school mental health professionals, school psychologists have a unique expertise that situates them to be systems change agents in this work. This article describes a pilot project that focused on augmenting existing SEL services with SEL assessment within a tiered system of support in one elementary school. Using a consultation-based model grounded in principles of empowerment evaluation, an interdisciplinary school team used SEL data collected during one school year to inform the delivery of SEL interventions and supports. Data from SEL, academic, and behavioral assessments were examined retrospectively to illustrate the potential value of integrating assessments and interventions across domains. The discussion offers implications for ongoing efforts to develop and implement tiered response models through interdisciplinary collaboration among school mental health professionals. 相似文献
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6.
John S. Carlson Michelle Kilpatrick Demaray Shana Hunter‐Oehmke 《Psychology in the schools》2006,43(5):623-633
A national sample of 320 school‐based, practicing members of the National Association of School Psychologists provided information on (a) their caseloads receiving medications, (b) types of school psychopharmacology training opportunities available and perceptions of their current training in child psychopharmacology, and (c) information about consultative efforts in monitoring medication effects on school functioning. Results indicated that almost one of every four cases seen by survey participants were being treated with psychotropic medications; nearly all respondents have engaged in consultation related to medication evaluations. Professional workshops and independent reading were the most utilized training opportunities, and participant responses indicated an overwhelming need for basic educational training to improve knowledge and consultation in this area. Implications of these findings on training in evidence‐based interventions and current practice are discussed as school psychologists experience legislative pressure to diminish their collaborative involvement in medication treatment consideration and evaluation. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 623–633, 2006. 相似文献
7.
School psychologists are tasked with ensuring treatment integrity because the level of intervention implementation affects decisions about student progress. Treatment integrity includes multiple dimensions that may impact the effectiveness of an intervention including adherence, dosage, quality, and engagement. Unfortunately, treatment integrity is not routinely monitored in consultation. A systematic framework is needed to better prepare practitioners to assess, analyze, and intervene when there are treatment integrity failures. A framework for monitoring and improving multiple dimensions of treatment integrity in natural settings is proposed to provide guidance to practitioners through two phases. The first phase focuses on improving initial treatment integrity and the second phase outlines a problem‐solving process for improving treatment integrity. 相似文献
8.
Tammi J. Ohmstede Georgette Yetter 《Journal of educational and psychological consultation》2013,23(1):18-44
This study investigated the effectiveness of conjoint behavioral consultation (CBC) for addressing externalizing behavior concerns in African American children at home and school in a low-socioeconomic status (SES), urban setting. A small-n, multiple-baseline design was employed across participants. Three of the six caregivers were unable to follow through with the consultation process, constituting a 50% completion rate. The three remaining caregivers implemented the empirically supported interventions with moderate integrity. Caregiver and teacher ratings showed that the procedural acceptability of CBC was high throughout the consultation process. The classroom teachers consistently found the behavioral interventions highly acceptable; however, the caregivers' perceptions of the interventions initially were less favorable and improved as the interventions progressed. Clinically significant gains were observed across settings for all children. Consultants should be prepared to modify consultation and intervention procedures to enhance social validity, integrity, and effectiveness with caregivers of low-SES. 相似文献
9.
As the number of young children displaying challenging behavior in early childhood grows, so too does the need to implement
evidence-based practices that prevent challenging behavior. Positive Behavior Support (PBS) provides a framework of tiered
interventions focused on promoting social-emotional development and preventing challenging behavior. This study investigated
the effects of consultation on teachers’ implementation of universal PBS practices and children’s academic engagement. A multiple-baseline
design was applied across four preschool classrooms serving children from 33 to 63 months of age. A strong relationship was
documented between consultation and teachers’ implementation of PBS skills. High levels of academic engagement were maintained
following consultation. Implications of the results are provided for applications of universal PBS practices in early childhood
settings. 相似文献
10.
Ronald K. Bramlett John J. Murphy Jenna Johnson Leah Wallingsford John D. Hall 《Psychology in the schools》2002,39(3):327-335
Eight hundred school psychologists who were members of the National Association of School Psychologists were mailed a survey designed to assess their roles, types of referrals, consultation practices, and crisis team involvement. Three hundred seventy (49%) completed surveys were analyzed. Assessment was the most common role followed distantly by consultation. Academic problems were the most frequent type of referral with reading being the most common concern. Of the behavioral referrals, externalizing problems were more frequent than internalizing concerns. Behavioral consultation was the most common model used but less than half of respondents follow all of the stages. Only forty percent use an evaluative component in consultation. A majority of the informants had some involvement with their schools' crisis team. Implications of these findings for training, professional development, and future roles are discussed. © 2002 Wiley Periodicals, Inc. 相似文献
11.
Lee A. Wilkinson 《Educational Psychology in Practice》2005,21(4):307-326
Conjoint behavioural consultation (CBC) is an indirect form of service delivery that combines the resources of home and school to meet the academic, social and behavioural needs of children. The purpose of this paper is to demonstrate the utility of CBC as a service delivery model for supporting the inclusion of a student with Asperger syndrome in a mainstream setting. A case study methodology was employed to assess the effectiveness of an evidence‐based intervention (self‐management) delivered in the context of the CBC model. Results indicated a significant increase in teacher ratings of behavioural control (on‐task and compliant behaviour) from baseline to treatment. Clinically meaningful changes in parent and teacher perceptions of challenging behaviour were evident. Measures of treatment acceptability and effectiveness, treatment integrity and consumer satisfaction also yielded positive results. This exploratory study provides support for the use of CBC as a framework by which to join parents and teachers in the delivery of effective behavioural interventions for students with high functioning autism spectrum disorders in mainstream settings. The findings are discussed in relation to the limitations of the study, and to future research directions and implications for practice. 相似文献
12.
Melissa A. Collier-Meek Lisa M. H. Sanetti 《Journal of educational and psychological consultation》2014,24(1):55-73
Reviews of treatment outcome literature indicate treatment integrity is not regularly assessed. In consultation, two levels of treatment integrity (i.e., consultant procedural integrity [CPI] and intervention treatment integrity [ITI]) provide relevant implementation data. Specifically, assessment of CPI and ITI are necessary to conclude (a) consultation is functionally related to consultee implementation behavior and (b) intervention implementation is functionally related to student outcomes. In this article, study characteristics and the presence of treatment integrity at both levels are examined in 21 studies utilizing Conjoint Behavioral Consultation, a model of consultation that includes multiple consultees. Results indicate that in approximately half of studies, CPI, ITI, or both are assessed and, when reported, treatment integrity is moderately high across both levels. However, there are distinct differences in the assessment and reporting of these levels of treatment integrity. Limitations and implications for consultation research and treatment integrity reporting are discussed. 相似文献
13.
A randomly selected group of Nationally Certified School Psychologists (NCSPs; n = 817) were mailed the 42‐item School Psychopharmacology Roles and Training Evaluation (SPRTE) which inquired about their caseloads, practice roles as proposed by DuPaul and Carlson ( 2005 ), and prior training in psychopharmacology. A modified Tailored Design Methodology (TDM; Dillman, Smyth, & Christian, 2009 ), involving four mail‐based contacts, was used to yield a 74% survey return rate (n = 607). Of the returned surveys, a 72% (n = 548) usable response rate was obtained and used in the present study. Consistent with prior literature, nearly all (99.6%) school psychologists reported serving at least one student taking psychotropic medication. Primary direct service roles included monitoring behavioral response to psychotropic treatment (28%), monitoring treatment side‐effects (23%), and developing psychotropic treatment goals from direct assessment measures (14%). Primary indirect service roles included providing behavior management consultation to teachers of students taking medication (96%), implementing adjunctive psychosocial supports (87%), and providing assessment data to physicians for diagnostic purposes (84%). Despite differences in established psychopharmacological training standards, actual practice roles and training received did not differ between NCSPs from APA‐accredited programs and those from National Association of School Psychologists (NASP)‐approved programs. Implications for school psychopharmacology practice, training and research are addressed. 相似文献
14.
This study examined the knowledge base of 142 elementary-level educators for implementing response-to-intervention (RTI) models in reading. A questionnaire assessed participants?? professional background for teaching reading, as well as their familiarity with specific assessments, research-based instructional models, and interventions potentially useful in RTI approaches. A multiple-choice knowledge survey patterned after a teacher licensure exam, including items situated in classroom contexts, assessed participants?? knowledge about different components of reading, assessment, and RTI practices. Overall, participants obtained the highest scores on a knowledge survey subscale involving fluency/vocabulary/comprehension and the lowest on a subscale involving assessment/RTI practices, with a subscale involving phonemic awareness/phonics in the middle. Mean percentages correct on the subscales ranged from about 58?C65% correct. However, participants who said they had prior code-focused professional development outperformed other participants on all survey subscales. General elementary certified teachers performed comparably to special education certified teachers on two out of three subscales, with both groups outperforming unlicensed participants; on the assessment/RTI subscale, only the special educators outperformed unlicensed participants. Most participants were familiar with basic features of RTI such as the three tiered model but were unfamiliar with the research-based instructional approaches and interventions named in the study questionnaire, although participants who had experienced code-focused PD were significantly more likely to be familiar with certain interventions. The study suggests that professional development will be important to enable many educators to implement RTI effectively in reading. 相似文献
15.
Positive behavior interventions and supports are increasingly utilized in school systems throughout the nation, particularly the school‐wide multi‐tiered support framework. Given such trends, and the basis of these practices in psychological principles and research, it is important to identify how school psychologists are trained to contribute to such efforts, their involvement in intervention activities, and their perceptions of this approach. We surveyed a national sample of 557 school psychologists regarding their training, involvement, and perceptions of positive behavior supports. The results indicate that although most respondents had a variety of training experiences in multiple behavior‐related areas, one quarter did not report receiving any training related to school‐wide positive behavior interventions and supports (SWPBIS). Although 35% of school psychologists reported employment in schools implementing SWPBIS, these schools varied in the SWPBIS elements in place. Implications for school psychology training and practice are addressed. © 2011 Wiley Periodicals, Inc. 相似文献
16.
Evan H. Dart Melissa A. Collier-Meek Caitlyn Chambers Ashley Murphy 《Psychology in the schools》2020,57(5):805-822
Assessing the degree to which interventions are implemented in school settings is critical to making decisions about student outcomes. School psychologists may not be available to regularly conduct observations of intervention implementation, however, their data may be used alongside other methods for multi-informant assessment. Teacher self-report is a commonly used and feasible assessment method. Students have been trained to implement interventions with their peers in instances where traditional adult interventionists were unavailable. This exploratory study investigated the accuracy with which classroom teachers and middle and high school students assessed implementation of the Good Behavior Game and the impact of performance feedback on their accuracy. Results indicated that most students and teachers were able to provide accurate assessments of treatment integrity compared to researcher direct observation; however, some required performance feedback to do so. These findings suggest that multi-informant assessment may be a feasible and accurate way for school psychologists to collect formative treatment-integrity data in the classroom. Limitations and future directions are discussed. 相似文献
17.
Changes to federal guidelines for the identification of children with disabilities have supported the use of multi‐tiered models of service delivery. This study investigated the impact of measurement methodology as used across numerous tiers in determining special education eligibility. Four studies were completed using a sample of inner‐city children (N = 150) who were administered a reading screener twice and a reading measure adapted from the state high‐stakes reading test. A sub‐sample of children identified as At‐Risk were administered a comprehensive reading assessment and compared with a randomly selected control group, who were also administered a comprehensive reading assessment (n = 14). A model was developed to estimate the likelihood of special education eligibility based on both theoretical and empirical measurement parameters. Depending on the measurement assumptions of the multi‐tiered model, special education eligibility outcomes varied from a low of 0.2% to as high as 11%, depending on the type of measure used, decision‐making criteria used at each tier, and the number of tiers in the model. This study highlights the importance of measurement specification, explicit decision‐making criteria, and empirical investigation to fully understand outcomes associated with the implementation of multi‐tiered models. Implications for special education eligibility policy and practical implications for implementing comprehensive measurement practice in multi‐tiered systems at the school level are discussed. © 2012 Wiley Periodicals, Inc. 相似文献
18.
This study assessed aspects of construct validity of the School‐wide Universal Behavior Sustainability Index–School Teams (SUBSIST), a measure evaluating critical features of the school context related to sustainability of school‐wide interventions. Participants at 217 schools implementing School‐wide Positive Behavior Support (SWPBS) were administered the measure. A two‐step cluster analysis was performed to classify schools based on responses to the 39 SUBSIST items. A two‐cluster solution was obtained, with schools in one cluster (n = 139) obtaining significantly higher scores on SUBSIST items than schools in the other cluster (n = 78). The most critical item that contributed to cluster formation was the use of data for decision making. Results also showed that higher sustainability scores were associated with increased frequency of school team meetings, presentation of data to school staff, access to an external coach/consultant, and greater number of years implementing SWPBS. These results are discussed with regard to implications for sustaining school‐wide interventions. 相似文献
19.
Lindsay M. Fallon Melissa A. Collier-Meek Lisa M. H. Sanetti Adam B. Feinberg Thomas R. Kratochwill 《Journal of educational and psychological consultation》2016,26(1):87-109
Behavioral interventions delivered across home and school settings can promote positive outcomes for youth with autism spectrum disorders (ASD). Yet, stakeholders who deliver these interventions may struggle to implement interventions as intended. Low levels of treatment integrity can undermine potentially positive intervention outcomes. One way to promote implementers' treatment integrity is Implementation Planning, a logistical planning and barrier reduction strategy that is supported by emerging school-based research. The current study extended the research on Implementation Planning and evaluated the effectiveness of the strategy with parents implementing a behavioral intervention at home within a Conjoint Behavioral Consultation model. The behavioral intervention aimed to increase compliance and decrease aggression for two children with ASD at home. Initially, parents struggled to deliver the intervention consistently; however, after Implementation Planning, parents' treatment integrity increased and, subsequently, child outcomes improved. Implications for future research and consultation are presented. 相似文献
20.
This paper describes assessment and intervention practices with second‐language learners among practicing school psychologists in one southwestern state. A 10‐item survey was used to gain information about the assessment instruments and procedures and intervention practices used with linguistically different children by school psychologists. Surveys were mailed to all members of the state professional organization. Thirty‐three percent of the surveys were returned and considered usable for analyses. An analysis of the returned surveys revealed that a number of school psychologists are using alternative assessment techniques, such as curriculum‐based measurement, dynamic assessment, and portfolio assessment with this population. The majority, however, continue to use traditional cognitive tests, such as the Weschler Scales, and traditional interventions, such as resource room service delivery. Results of the survey are discussed in terms of best practices with linguistically different children. © 2000 John Wiley & Sons, Inc. 相似文献