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Moore, Stephanie A.; Mayworm, Ashley M.; Stein, Rachel; Sharkey, Jill D.; Dowdy, Erin – Journal of Applied School Psychology, 2019
Despite innovations in the screening and early identification of students who may benefit from school mental health services, many schools struggle to link screening to intervention decisions, particularly at the Tier 2 level. Universal complete mental health screening, which measures strengths along with risk factors, is a strength-based approach…
Descriptors: Mental Health, Screening Tests, Early Intervention, Decision Making
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McDaniel, Sara C.; Bruhn, Allison L. – Journal of Applied School Psychology, 2019
The multitiered framework for preventing and addressing discipline and school climate, school-wide positive behavioral interventions and supports, is widely adopted across the United States with much of the focus on Tier 1, universal prevention supports. The following case example describes district-wide adoption of a systematic framework for Tier…
Descriptors: Identification, Intervention, Positive Behavior Supports, Rural Schools
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Nelson, Peter M.; Van Norman, Ethan R.; Parker, David C.; Cormier, Damien C. – Journal of Applied School Psychology, 2019
Data from a large-scale math intervention program were used to evaluate the degree to which implementation fidelity (IF) and interventionist content knowledge were associated with student outcomes. Data were available for 33 interventionists serving 658 students in Grades 4-6 across one school year. A series of multilevel models were fit to the…
Descriptors: Intervention, Program Implementation, Fidelity, Pedagogical Content Knowledge
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McKenney, Elizabeth L. W.; Page, Veronica; Lakota, Jillian; Niekra, Nicholas; Thompson, Sydney J. – Journal of Applied School Psychology, 2019
Empirically supported consultation procedures for supporting implementation of evidence-based interventions for Autism Spectrum Disorder (ASD), such as performance feedback, may be challenging to implement in public schools. Educators may find performance feedback aversive, and support personnel may find its directiveness incompatible with their…
Descriptors: Teaching Methods, Intervention, Feedback (Response), Consultation Programs
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Noltemeyer, Amity; Petrasek, Michael; Stine, Karen; Palmer, Katelyn; Meehan, Cricket; Jordan, Emily – Journal of Applied School Psychology, 2018
With the increasing use of Positive Behavioral Interventions and Supports (PBIS) nationally, several states have developed systems to recognize exemplar schools that are implementing PBIS with fidelity. These systems serve the dual purpose of identifying model PBIS schools for other schools to emulate while also reinforcing schools' effective PBIS…
Descriptors: Positive Behavior Supports, Models, Program Implementation, State Departments of Education
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Fan, Chung-Hau; Zhang, Yanchen; Cook, Clayton R.; Yang, Nai-Jiin – Journal of Applied School Psychology, 2018
Response to intervention (RtI) models have increasingly been adopted to improve outcomes for all students through the delivery of a continuum of supports and making timely responsive instructional decisions based on data. With this increasing popularity, researchers and practitioners have developed several RtI-related assessments, many of which…
Descriptors: Factor Structure, Surveys, Response to Intervention, Readiness
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Doll, Beth; Nastasi, Bonnie K.; Cornell, Laura; Song, Samuel Y. – Journal of Applied School Psychology, 2017
School-based mental health services are those delivered by school-employed and community-employed providers in school buildings. With the implementation of provisions of the Patient Protection and Affordable Care Act (2010) that funds school-based health centers, school-based mental health services could become more broadly available in…
Descriptors: Mental Health Programs, Health Services, School Health Services, Definitions
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Forman, Susan G.; Ward, Caryn S.; Fixsen, Dean L. – Journal of Applied School Psychology, 2017
The preceding articles provide important examples and guidance for the provision of high-quality behavioral health services for children and adolescents in schools. In this article, we discuss (a) the conceptual framework that underlies the need to develop comprehensive integrated care, (b) the foundational implementation issues that need to be…
Descriptors: School Psychology, Health Behavior, Program Implementation, Comprehensive School Health Education
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March, Amanda L.; Castillo, Jose M.; Batsche, George M.; Kincaid, Donald – Journal of Applied School Psychology, 2016
The literature on RTI has indicated that professional development and coaching are critical to facilitating problem-solving implementation with fidelity. This study examined the extent to which systems coaching related to the fidelity of problem-solving implementation in 31 schools from six districts. Schools participated in three years of a…
Descriptors: Response to Intervention, Coaching (Performance), Fidelity, Problem Solving
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Anderson, Cynthia M.; Turtura, Jessica; Parry, Michael – Journal of Applied School Psychology, 2013
In a 3-tiered, prevention-oriented framework, Tier II (secondary, targeted) interventions are designed for students whose problem behaviors have not responded to Tier I but are not severe enough to warrant an individualized Tier III intervention. Tier II interventions are implemented similarly across students receiving the intervention and can be…
Descriptors: Evidence, Intervention, School Psychology, Prevention
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Begeny, John; Upright, James; Easton, Julia; Ehrenbock, Cassia; Tunstall, Kali – Journal of Applied School Psychology, 2013
Observing for, documenting, and improving implementation integrity are critical components of effective intervention services in schools. Without them, students may not receive effective intervention, and systems-level models of intervention service-delivery may never be properly evaluated or realize its potential. The purpose of this study was to…
Descriptors: Intervention, Fidelity, Program Implementation, Reading Programs
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Zoder-Martell, Kimberly; Dufrene, Brad; Sterling, Heather; Tingstrom, Daniel; Blaze, John; Duncan, Neelima; Harpole, Lauren – Journal of Applied School Psychology, 2013
Treatment integrity is the degree to which an intervention is implemented as designed and is critical for concluding whether the intervention is responsible for treatment outcomes. This study aimed to add to the integrity literature by examining graphed performance feedback alone and in conjunction with verbal performance feedback for increasing…
Descriptors: Intervention, Fidelity, Feedback (Response), Elementary School Teachers
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Harlacher, Jason E.; Merrell, Kenneth W. – Journal of Applied School Psychology, 2010
The authors examined the initial and follow-up effect of Strong Kids, a social and emotional learning (SEL) curriculum, among a sample of 106 third- and fourth-grade students. Students were assigned to either the treatment or the wait-list condition and completed questionnaires on SEL knowledge and perceived use of SEL skills across 3 assessment…
Descriptors: School Psychologists, Questionnaires, Teachers, Emotional Development
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Hoover, Sally – Journal of Applied School Psychology, 2010
This commentary responds to "Lessons Learned From Leading an Anger Management Group Using the "Seeing Red" Curriculum in an Elementary School," E. L. Sportsman, J. S. Carlson, and K. M. Guthrie's (2010/this issue) account of an anger control intervention's implementation and effectiveness in an elementary school setting. The accompanying article…
Descriptors: Intervention, School Psychologists, Psychological Patterns, Elementary Education
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Reddy, Linda A.; Newman, Erik – Journal of Applied School Psychology, 2009
Children classified as emotionally disturbed constitute a most challenging and expensive population in the public schools. This article presents a tri-part model of barriers to program design, implementation, and evaluation for children classified as emotionally disturbed in public school settings. An examination of the available school-based…
Descriptors: Program Design, Emotional Disturbances, Guidelines, Children
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