Training supervisors in a collaborative team approach to promote peer interaction of children with disabilities in integrated preschools

Investigating strategies to increase general education teachers' adherence to evidence-based social-emotional behavior practices: A meta-analysis of the single-case literature

Educational researchers have produced a variety of evidence-based practices (EBP) to address social, emotional, and behavioral (SEB) needs among students. Yet, these practices are often insufficiently adopted and implemented with fidelity by teachers to produce the beneficial outcomes associated with the EBP, leaving students at risk for developing SEB problems. If ignored, SEB problems can lead to other negative outcomes, such as academic failure. Therefore, implementation strategies (i.e., methods and procedures designed to promote implementation outcomes) are needed to improve teachers' uptake and delivery of EBPs with fidelity. This meta-analysis sought to examine the types and magnitude of effect of implementation strategies that have been designed and tested to improve teacher adherence to SEB EBPs. Included studies (a) used single case experimental designs, (b) employed at least one implementation strategy, (c) targeted general education teachers, and (d) evaluated adherence as a core dimension of fidelity related to the delivery of EBPs. In total, this study included 28 articles and evaluated 122 effect sizes. A total of 15 unique implementation strategies were categorized. Results indicated that, on average, implementation strategies were associated with increases in teacher adherence to EBPs above baseline and group-based pre-implementation trainings alone (g = 2.32, tau = 0.77). Moderator analysis also indicated that larger effects were associated with implementation strategies that used a greater number of unique behavior change techniques (p < .001). Implications and future directions for research and practice regarding use of implementation strategies for general education teachers are discussed.

Developing a systematic evaluation approach for training programs within a train-the-trainer model for youth cognitive behavior therapy

The purpose of this small pilot study was three-fold: (a) to begin development of a coding scheme for supervisor and therapist skill acquisition, (b) to preliminarily investigate a pilot train-the-trainer paradigm for skill development, and (c) to evaluate self-reported versus observed indicators of skill mastery in that pilot program. Participants included four supervisor-therapist dyads (N = 8) working with public mental health sector youth. Master trainers taught cognitive-behavioral therapy techniques to supervisors, who in turn trained therapists on these techniques. Supervisor and therapist skill acquisition and supervisor use of teaching strategies were repeatedly assessed through coding of scripted role-plays with a multiple-baseline across participants and behaviors design. The coding system, the Practice Element Train the Trainer - Supervisor/Therapist Versions of the Therapy Process Observational Coding System for Child Psychotherapy, was developed and evaluated though the course of the investigation. The coding scheme demonstrated excellent reliability (ICCs [1,2] = 0.81-0.91) across 168 video recordings. As calculated through within-subject effect sizes, supervisor and therapist participants, respectively, evidenced skill improvements related to teaching and performing therapy techniques. Self-reported indicators of skill mastery were inflated in comparison to observed skill mastery. Findings lend initial support for further developing an evaluative approach for a train-the-trainer effort focused on disseminating evidence-based practices.

Quantitative and qualitative processes of change during staff-coaching sessions: an exploratory study

Staff training is one of the interventions that managers can embed in their organizations to help staff improve their professional competences related to challenging behaviour of clients with intellectual disabilities. Individual coaching adds learning opportunities that are feasible but difficult to achieve in an in-service setting. In the present study, we have followed the coaching process of three staff members. Based on differences in the Linell balance of power across sessions, we explored the question: do different coaching processes have similar patterns in the development of dominance and coherence in interactions between coach and staff? Additionally, a qualitative approach was conducted to illustrate and enrich the meaning of quantitative outcomes. Processes were different regarding the balance of power at the start of the coaching, probably due to differences in resistance and insecurity. As a consequence of different starting points and differences in learning styles, each coaching process had its unique development over time. At the end, all dyads were comparable in the sense that all dyads were highly satisfied about the outcomes and process of coaching. This is in line with similar levels of power at the end of the coaching sessions suggesting equal contributions and leadership. The present findings suggest some relevant competencies of coaches within health-care services. Due to the small number of participants, the results have to be interpreted with caution. The present study provides suggestions for future research and clinical practice.

Understanding Curriculum Modifications and Embedded Learning Opportunities in the Context of Supporting All Children’s Success

Purpose

The primary purpose of this article is to provide a closer look at the individualization process whereby early childhood professionals ensure that the individualized learning priorities for each child are appropriately addressed.

Method

Early childhood professionals, including speech-language pathologists (SLPs), are working to meet the federal mandate of access to and progress in the general curriculum for children with disabilities. A promising approach to achieving this mandate is a multitiered model of support that has as its foundation a high-quality, universally designed curriculum. Following a brief description of the components of this model, the discussion shifts to a focus on the individualization components. Children’s individualized needs for supports are provided through instructional individualization, including curriculum modifications and embedded learning opportunities.

Implications

Implementation of a multitiered model of support has direct implications for the SLP working in preschool settings. The decision for when and what form the supports should take is determined through assessment and by linking desired child outcomes to curriculum content and the individualized child supports. In order to be an effective team member in this process, the SLP must understand the concepts and specific strategies that form the foundation for each tier.

An empirical definition of clinical supervision

OBJECTIVES

The growing recognition of clinical supervision as the basis for high-quality mental health services is apparent in policy, research and clinical practice, but an empirical definition is required to progress research and practice.

METHOD

A logical analysis was used to draft a working definition, and then a systematic review of 24 empirical studies of clinical supervision produced a best evidence synthesis, which was used to test and improve this definition.

RESULTS

The logical analysis indicated that the most popular definition (Bernard & Goodyear, 1992) failed all four necessary tests of a good definition: precision, specification, operationalization and corroboration. The systematic review synthesis was then used to test the working definition, which passed these tests (with two amendments).

CONCLUSION

These two complementary review approaches created a firmer basis for advancing research and practice.

The effects of verbal support strategies on small-group peer interactions

PURPOSE

This study investigated whether child care providers could learn to facilitate peer interactions by using verbal support strategies (e.g., prompts, invitations, or suggestions to interact) during naturalistic play activities.

METHOD

Seventeen caregivers were randomly assigned to experimental and control groups, stratified by center so that staff from one center could attend the training program together. The experimental group received inservice training on how to facilitate peer interaction; the control group received training on adult-child communication strategies. Caregivers in the experimental group were taught to facilitate children's interactions with their peers by using indirect referrals (e.g., alerting children to situational information, offering praise) and direct referrals (e.g., telling a child what to say to a peer, inviting children to play together).

RESULTS

At posttest, the caregivers in the experimental group used more verbal supports for peer interaction than the caregivers in the control group. Specifically, they used more utterances to promote communication between peers and to invite children to interact together. In turn, the children in the experimental group initiated interactions with peers more often and engaged in extended peer sequences more often than the children in the control group.

CLINICAL IMPLICATIONS

The results support the viability of this training model in early childhood education settings and suggest that future research of its effects with children who have disabilities is warranted.

Promoting generalized social interactions using puppets and script training in an integrated preschool. A single-case study using multiple baseline design

Puppet script training was used to teach the social skills of greeting, responding to conversations, and initiating conversations to a preschool child with visual impairments. Susie and four peers without disabilities were taught social skills utilizing puppets enacting sociodramatic scripts within group training sessions. Training sessions were immediately followed by free-play activities among peers without disabilities to assess skill generalization. A single-case study using a multiple-baseline design demonstrated that the intervention increased performance of social skills during recess with peers. Results demonstrated that Susie learned the target behaviors and generalized their use to free-play activities with her peers.