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Sherwood K, Smith MJ, Ross B, Johnson J, Trautwein A, Landau M, Hume K. Implementing Virtual Interview Training for Transition-Age Youth: Practical Strategies for Educators. INTERVENTION IN SCHOOL AND CLINIC 2024; 59:281-286. [PMID: 38884047 PMCID: PMC11178335 DOI: 10.1177/10534512231156879] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2024]
Abstract
This column shares strategies for implementing a technology-based intervention within secondary special education transition services. Virtual Interview Training for Transition-Age Youth is a web-based job interview training that uses educational content and virtual hiring managers (Rita and Travis) to help teach job interview skills. Eight strategies were assembled by research staff, teachers, and administrators during two research studies conducted across n=47 schools that delivered the program (commonly called "Rita and Travis") to n=561 students in secondary special education transition programs. Eight support strategies for implementing Rita and Travis are described. Strategies include: prepare for implementation, ensure administrative support, prioritize training and support, address logistical challenges, integrate the program into the curriculum, take advantage of the administrative center, individualize student support, and offer virtual delivery. The purpose of this column is to prepare others for successful implementation of Virtual Interview Training for Transition-Age Youth within special education transition programs.
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Affiliation(s)
- Kari Sherwood
- School of Social Work, University of Michigan; Ann Arbor, MI
- Department of Psychology, University of Michigan; Ann Arbor, MI
| | | | - Brittany Ross
- School of Social Work, University of Michigan; Ann Arbor, MI
| | - Jeffery Johnson
- School of Social Work, University of Michigan; Ann Arbor, MI
| | | | | | - Kara Hume
- Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill; Chapel Hill, NC
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Gettinger M, Kratochwill TR, Eubanks A, Foy A, Levin JR. Academic and Behavior Combined Support: Evaluation of an integrated supplemental intervention for early elementary students. J Sch Psychol 2021; 89:1-19. [PMID: 34836573 DOI: 10.1016/j.jsp.2021.09.004] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2021] [Revised: 06/16/2021] [Accepted: 09/21/2021] [Indexed: 10/20/2022]
Abstract
In current multi-tier models, students who are not responsive to universal instruction receive supplementary support. Despite most students having co-occurring academic and behavior challenges, their needs are often addressed through separate academic or behavior interventions. This approach may not only be costly for schools, but it also fails to acknowledge the well-documented link between behavior and academic performance. The purpose of this study was to evaluate Academic and Behavior Combined Support (ABC Support), a newly developed supplemental intervention that merges a combined focus on reading fluency and engagement. Six teachers implemented the intervention for 6-8 weeks with Grade 2 students. Students' oral fluency on standard and training reading passages and occurrence of engagement and disruptive behaviors during classroom reading instruction were measured repeatedly across baseline and intervention phases in a multiple-baseline design. Visual and statistical analyses revealed significant improvement from baseline to intervention for both reading and behavior outcomes. Post-intervention surveys and interviews revealed a high level of acceptability among teachers and students. Theoretical and empirical contributions as well as practice implications are addressed.
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Affiliation(s)
- Maribeth Gettinger
- Wisconsin Center for Education Research, University of Wisconsin-Madison, USA.
| | | | - Abigail Eubanks
- Wisconsin Center for Education Research, University of Wisconsin-Madison, USA
| | - Alison Foy
- Wisconsin Center for Education Research, University of Wisconsin-Madison, USA
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Grové C, Henderson L, Lee F, Wardlaw P. Therapy Dogs in Educational Settings: Guidelines and Recommendations for Implementation. Front Vet Sci 2021; 8:655104. [PMID: 34169105 PMCID: PMC8217446 DOI: 10.3389/fvets.2021.655104] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2021] [Accepted: 05/14/2021] [Indexed: 11/13/2022] Open
Abstract
Therapy dogs in educational settings have gained increase traction in recent years. Despite its potential benefits and popularity, there remain concerns of perceived risks such as sanitation, allergies, and safety issues, as well as a lack of guidelines, regulations and support resources available to school staff. Research is further lacking into the implementation process of therapy dog programs in educational settings. To construct a set of recommendations for school staff to achieve successful implementation of a therapy dog program, the present study investigated the perceived facilitative and impeding factors when implementing a therapy dog program. A total of 13 school staff and 2 coordinators from therapy dog organisations took part in an open-ended online survey and/or a semi-structured interview over the phone, with the aim of gathering their perspectives of implementing a therapy dog program in schools. The thematic analysis of the data indicated facilitative factors such as program flexibility, whole-school support, the need for communication and training for all staff, as well as dog welfare. Successful implementation of therapy dogs in an education setting appear to revolve around (1) flexibility of the dog therapy program to target school's needs, (2) qualities of program instigator, (3) whole-school support, (4) communication, training and education, (5) considerations for dog's welfare. Key barriers identified included a high workload, lack of guidelines on processes, lack of support from the school community, as well as the need for better understanding of the role of a therapy dog. The results highlighted the importance of a whole-school effort when implementing a therapy dog program, as well as the need for guidelines for assessing school readiness, key factors for consideration, and strategies to overcome challenges associated with program implementation.
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Affiliation(s)
- Christine Grové
- Faculty of Education, Monash University, Victoria, VIC, Australia
| | - Linda Henderson
- Faculty of Education, Monash University, Victoria, VIC, Australia
| | - Felicia Lee
- Faculty of Education, Monash University, Victoria, VIC, Australia
| | - Phoebe Wardlaw
- Faculty of Education, Monash University, Victoria, VIC, Australia
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Soares DA, Harrison JR, Vannest KJ, McClelland SS. Effect Size for Token Economy Use in Contemporary Classroom Settings: A Meta-Analysis of Single-Case Research. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr45-4.379-399] [Citation(s) in RCA: 26] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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An Open Trial Applying the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders in Adolescents (UP-A) Adapted as a School-Based Prevention Program. CHILD & YOUTH CARE FORUM 2018. [DOI: 10.1007/s10566-018-9471-0] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Reinke WM, Thompson A, Herman KC, Holmes S, Owens S, Cohen D, Tanner-Jones LA, Henry L, Green A, Copeland C. The County Schools Mental Health Coalition: A Model for Community-Level Impact. SCHOOL MENTAL HEALTH 2017. [DOI: 10.1007/s12310-017-9227-2] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Identifying and Predicting Distinct Patterns of Implementation in a School-Wide Behavior Support Framework. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2016; 17:992-1001. [PMID: 27549601 DOI: 10.1007/s11121-016-0700-1] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
The purpose of this study was to examine the extent to which distinct patterns of fidelity of implementation emerged for 5331 schools over a 5-year course of implementing school-wide positive behavioral interventions and supports (SWPBIS). We used latent class analysis to classify schools based on their likelihood of implementing SWPBIS with fidelity each year, then assessed school and district predictors of classifications. A four-class solution fit the model well, with two patterns of sustained implementation (Sustainers and Slow Starters) and two patterns of practice abandonment (Late Abandoners and Rapid Abandoners). Significant predictors of group membership included grade levels served, enrollment, proportion of schools implementing SWPBIS in the district ("critical mass"), and size of the implementation cohort ("community of practice"). Elementary schools, larger schools, schools in districts with more schools already implementing SWPBIS, and those starting within a larger initial district cohort were more likely to be in the sustaining classes. Results are discussed in terms of understanding patterns of implementation in schools to enhance sustained implementation of school practices.
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Chilenski SM, Olson JR, Schulte JA, Perkins DF, Spoth R. A multi-level examination of how the organizational context relates to readiness to implement prevention and evidence-based programming in community settings. EVALUATION AND PROGRAM PLANNING 2015; 48:63-74. [PMID: 25463014 PMCID: PMC4324471 DOI: 10.1016/j.evalprogplan.2014.10.004] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/08/2014] [Revised: 10/01/2014] [Accepted: 10/08/2014] [Indexed: 06/01/2023]
Abstract
Prior theoretical and empirical research suggests that multiple aspects of an organization's context are likely related to a number of factors, from their interest and ability to adopt new programming, to client outcomes. A limited amount of the prior research has taken a more community-wide perspective by examining factors that associate with community readiness for change, leaving how these findings generalize to community organizations that conduct prevention or positive youth development programs unknown. Thus for the current study, we examined how the organizational context of the Cooperative Extension System (CES) associates with current attitudes and practices regarding prevention and evidence-based programming. Attitudes and practices have been found in the empirical literature to be key indicators of an organization's readiness to adopt prevention and evidence-based programming. Based on multi-level mixed models, results indicate that organizational management practices distinct from program delivery may affect an organization's readiness to adopt and implement new prevention and evidence-based youth programs, thereby limiting the potential public health impact of evidence-based programs. Openness to change, openness of leadership, and communication were the strongest predictors identified within this study. An organization's morale was also found to be a strong predictor of an organization's readiness. The findings of the current study are discussed in terms of implications for prevention and intervention.
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Affiliation(s)
| | - Jonathan R. Olson
- The Clearinghouse for Military Family Readiness, The Pennsylvania State University
| | - Jill A. Schulte
- The Clearinghouse for Military Family Readiness, The Pennsylvania State University
| | - Daniel F. Perkins
- The Clearinghouse for Military Family Readiness, and the Department of Agricultural Economics, Sociology, and Education, The Pennsylvania State University
| | - Richard Spoth
- Partnerships in Prevention Science Institute, Iowa State University
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Implementation Integrity of Practice-Based Coaching: Preliminary Results from the BEST in CLASS Efficacy Trial. SCHOOL MENTAL HEALTH 2014. [DOI: 10.1007/s12310-014-9134-8] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Understanding real-world implementation quality and "active ingredients" of PBIS. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2014; 14:593-605. [PMID: 23408283 DOI: 10.1007/s11121-012-0343-9] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Programs delivered in the "real world" often look substantially different from what was originally intended by program developers. Depending on which components of a program are being trimmed or altered, such modifications may seriously undermine the effectiveness of a program. In the present study, these issues are explored within a widely used school-based, non-curricular intervention, Positive Behavioral Intervention and Supports. The present study takes advantage of a uniquely large dataset to gain a better understanding of the "real-world" implementation quality of PBIS and to take a first step toward identifying the components of PBIS that "matter most" for student outcomes. Data from 27,689 students and 166 public primary and secondary schools across seven states included school and student demographics, indices of PBIS implementation quality, and reports of problem behaviors for any student who received an office discipline referral during the 2007-2008 school year. Results of the present study identify three key components of PBIS that many schools are failing to implement properly, three program components that were most related to lower rates of problem behavior (i.e., three "active ingredients" of PBIS), and several school characteristics that help to account for differences across schools in the quality of PBIS implementation. Overall, findings highlight the importance of assessing implementation quality in "real-world" settings, and the need to continue improving understanding of how and why programs work. Findings are discussed in terms of their implications for policy.
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Jones SM, Bouffard SM. Social and Emotional Learning in Schools: From Programs to Strategies and commentaries. ACTA ACUST UNITED AC 2012. [DOI: 10.1002/j.2379-3988.2012.tb00073.x] [Citation(s) in RCA: 221] [Impact Index Per Article: 18.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Reinke WM, Herman KC, Ialongo NS. Developing and implementing integrated school-based mental health interventions. ACTA ACUST UNITED AC 2012. [DOI: 10.1080/1754730x.2012.707420] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Modular Cognitive Behavioral Therapy for Youth with Anxiety Disorders: A Closer Look at the Use of Specific Modules and their Relation to Treatment Process and Response. SCHOOL MENTAL HEALTH 2012. [DOI: 10.1007/s12310-012-9080-2] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Reinke WM, Stormont M, Webster-Stratton C, Newcomer LL, Herman KC. The incredible years teacher classroom management program: Using coaching to support generalization to real-world classroom settings. PSYCHOLOGY IN THE SCHOOLS 2012. [DOI: 10.1002/pits.21608] [Citation(s) in RCA: 45] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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