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A Theory-Informed Approach to Locally Managed Learning School Systems: Integrating Treatment Integrity and Youth Mental Health Outcome Data to Promote Youth Mental Health
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McLeod, Bryce D.; Cook, Clayton R.; Sutherland, Kevin S.; Lyon, Aaron R.; Dopp, Alex; Broda, Michael; Beidas, Rinad S. – School Mental Health, 2022
Numerous evidence-based programs (EBPs) exist for delivery in schools to promote youth mental health outcomes. However, school systems often lack the internal infrastructure to support the effective implementation and sustainment of EBPs when external supports are withdrawn, resulting in notable attenuation in the benefits in youth clinical…
Descriptors: Evidence Based Practice, Mental Health Programs, School Health Services, Program Implementation
Study Protocol: Multi-Level Determinants of Implementation and Sustainment in the Education Sector
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McLeod, Bryce D.; Sutherland, Kevin S.; Conroy, Maureen A.; Lyon, Aaron R.; Chapman, Jason E.; Granger, Kristen L.; Saldana, Lisa – Journal of Emotional and Behavioral Disorders, 2023
Evidence-based programs (EBPs) delivered in elementary schools show great promise in reducing risk for emotional and behavioral disorders (EBDs). However, efforts to sustain EBPs in school face barriers. Improving EBP sustainment thus represents a priority, but little research exists to inform the development of sustainment strategies. To address…
Descriptors: Evidence Based Practice, Behavior Disorders, Emotional Disturbances, Elementary School Students
A Theory-Informed Approach to Locally Managed Learning School Systems: Integrating Treatment Integrity and Youth Mental Health Outcome Data to Promote Youth Mental Health
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McLeod, Bryce D.; Cook, Clayton R.; Sutherland, Kevin S.; Lyon, Aaron R.; Dopp, Alex; Broda, Michael; Beidas, Rinad S. – Grantee Submission, 2021
Numerous evidence-based programs (EBPs) exist for delivery in schools to promote youth mental health outcomes. However, school systems often lack the internal infrastructure to support the effective implementation and sustainment of EBPs when external supports are withdrawn, resulting in notable attenuation in the benefits in youth clinical…
Descriptors: Evidence Based Practice, Mental Health Programs, School Health Services, Program Implementation
Examining the Correspondence between Teacher- and Observer-Report Treatment Integrity Measures
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McLeod, Bryce D.; Sutherland, Kevin S.; Broda, Michael; Granger, Kristen L.; Cecilione, Jennifer; Cook, Clayton R.; Conroy, Maureen A.; Snyder, Patricia A.; Southam-Gerow, Michael A. – School Mental Health, 2022
Teacher-reported measures of treatment integrity (the extent to which prescribed practices are delivered as intended by teachers) have the potential to support efforts to evaluate and implement evidence-based interventions in early childhood settings. However, self-report treatment integrity measures have shown poor correspondence with…
Descriptors: Fidelity, Early Childhood Teachers, Intervention, Self Evaluation (Individuals)
Examining the Correspondence between Teacher- and Observer-Report Treatment Integrity Measures
Peer reviewed Peer reviewed
PDF on ERIC Download full text
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McLeod, Bryce D.; Sutherland, Kevin S.; Broda, Michael; Granger, Kristen L.; Cecilione, Jennifer; Cook, Clayton R.; Conroy, Maureen A.; Snyder, Patricia A.; Southam-Gerow, Michael A. – Grantee Submission, 2021
Teacher-reported measures of treatment integrity (the extent to which prescribed practices are delivered as intended by teachers) have the potential to support efforts to evaluate and implement evidence-based interventions in early childhood settings. However, self-report treatment integrity measures have shown poor correspondence with…
Descriptors: Fidelity, Early Childhood Teachers, Intervention, Self Evaluation (Individuals)
Adapting an Evidence-Based Early Childhood Tier 2 Social-Emotional Learning Intervention for Web-Based Delivery
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Granger, Kristen L.; Conroy, Maureen A.; Sutherland, Kevin S.; Feil, Edward G.; Wright, Jessica; Montesion, Alexandra; Huang, Ke – Journal of Educational Technology Systems, 2021
The purpose of this article is to describe the adaptation process of an evidence-based early childhood Tier-2 intervention program, BEST in CLASS-Prekindergarten, from a face-to-face format to a web-based delivery format called BEST in CLASS-Web. We describe the three-phase iterative development process used to adapt the parent program for…
Descriptors: Early Childhood Education, Evidence Based Practice, Preschool Education, Preschool Teachers
Adapting an Evidence-Based Early Childhood Tier 2 Social-Emotional Learning Intervention for Web-Based Delivery
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Granger, Kristen L.; Conroy, Maureen A.; Sutherland, Kevin S.; Feil, Edward G.; Wright, Jessica; Montesion, Alexandra; Huang, Ke – Grantee Submission, 2021
The purpose of this article is to describe the adaptation process of an evidence-based early childhood Tier-2 intervention program, BEST in CLASS-Prekindergarten, from a face-to-face format to a web-based delivery format called BEST in CLASS-Web. We describe the three-phase iterative development process used to adapt the parent program for…
Descriptors: Early Childhood Education, Evidence Based Practice, Preschool Education, Preschool Teachers
Development and Initial Psychometrics of a Generic Treatment Integrity Measure Designed to Assess Practice Elements Targeting Social, Emotional, and Behavioral Outcomes in Early Childhood Settings
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McLeod, Bryce D.; Sutherland, Kevin S.; Broda, Michael; Granger, Kristen L.; Martinez, Ruben G.; Conroy, Maureen A.; Snyder, Patricia A.; Southam-Gerow, Michael A. – Prevention Science, 2022
Though treatment integrity measurement is important for research intended to promote social and behavioral outcomes of children at risk for emotional and behavioral disorders (EBDs) in early childhood settings, measurement gaps exist in the field. This paper reports on the development and preliminary psychometric assessment of the treatment…
Descriptors: Psychometrics, Measures (Individuals), Fidelity, Integrity
Intensifying Interventions for Students with Emotional and Behavioral Difficulties: A Conceptual Synthesis of Practice Elements and Adaptive Expertise
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Chen, Chin-Chih; Sutherland, Kevin S.; Kunemund, Rachel; Sterrett, Brittany; Wilkinson, Sarah; Brown, Christerralyn; Maggin, Daniel M. – Journal of Emotional and Behavioral Disorders, 2021
We consider an emerging challenge in special education that involves the interplay between an emphasis on evidence-based practices (EBPs) and the need to provide individualized intensive interventions for students with significant emotional and behavioral problems. With the use of Multi-Tiered Systems of Support (MTSS), teachers are expected to…
Descriptors: Behavior Problems, Emotional Problems, Special Education, Best Practices
Development and Initial Psychometrics of a Generic Treatment Integrity Measure Designed to Assess Practice Elements Targeting Social, Emotional, and Behavioral Outcomes in Early Childhood Settings
Peer reviewed Peer reviewed
PDF on ERIC Download full text
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McLeod, Bryce D.; Sutherland, Kevin S.; Broda, Michael; Granger, Kristen L.; Martinez, Ruben G.; Conroy, Maureen A.; Snyder, Patricia A.; Southam-Gerow, Michael A. – Grantee Submission, 2021
Though treatment integrity measurement is important for research intended to promote social and behavioral outcomes of children at risk for emotional and behavioral disorders (EBDs) in early childhood settings, measurement gaps exist in the field. This paper reports on the development and preliminary psychometric assessment of the treatment…
Descriptors: Psychometrics, Measures (Individuals), Fidelity, Integrity