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Positive school climates are associated with numerous benefits for students and school staff. Although there is some evidence that the implementation of school-wide positive behavioral interventions and supports (SWPBIS) impacts features of school climate, such as organizational health, the specific aspects of SWPBIS that contribute to climate have yet to be investigated. In this study, we examined how different components of SWPBIS predicted 490 school staff members' perceptions of school climate. After controlling for race and time in the profession, aspects of staff members' school climate perceptions were positively predicted by the teaching of behavioral expectations and having well-defined corrective consequence systems, and they were negatively predicted by district support for the SWPBIS initiative and having strong school-wide reward systems. These results have implications for which components of SWPBIS schools should prioritize for training and development to have the strongest impact on their staff members' perceptions of school climate.

Children in rural settings are less likely to receive mental health services than their urban and suburban counterparts and even less likely to receive evidence-based care. Rural schools could address the need for mental health interventions by using evidence-based practices within a tiered system of supports such as positive behavioral interventions and supports. However, very few school professionals, with or without mental health training, have received training on evidence-based practices. Rural schools need implementation strategies focused on training to prepare school personnel for the implementation of interventions with fidelity. Little is known about training strategies that are feasible and appropriate for the rural school context. User-centered design is an appropriate framework for the development of training strategies for professionals in rural schools because of its participatory approach and the development of products that fit the context where they are going to be used. The purpose of the study was to develop and assess components of an online training platform and implementation strategy based on the user-centered design. Quantitative and qualitative data from 25 participants from an equal number of schools in rural areas of Pennsylvania were used in the study. A mixed-methods design utilizing complementary descriptive statistics and theme analyses indicated that the training platform and implementation strategy were perceived as highly acceptable, appropriate, feasible and usable by school professionals. The resulting training platform and implementation strategy will fill a void in the training literature in rural schools.

Treatment foster care (TFC) provides critical mental health supports for youth with emotional, behavioral, and social difficulties who are at risk for adverse long-term outcomes. Existing evidence-based models of TFC are effective, yet resource-intensive, and they have relied primarily on evidence of implementation effectiveness with samples of non-minority parents. Recent research highlights the efficacy of an emerging, socially acceptable model that integrates existing evidence-based practices with usual care. This study applied the new model, Together Facing the Challenge (TFTC), within an urban TFC program. Trained TFC program staff delivered the TFTC training to foster parents in two cohorts. Foster parents reported child problem and prosocial behaviors pre-, mid-, and post-training, as well as 1, 3, and 12 months after the training. Results indicated that foster parents demonstrated an increase in knowledge of TFTC skills following the training and were satisfied with the training. Child problem behaviors significantly decreased over time. There were no significant changes in prosocial behavior over time. Implications of this study include the replication and extension of the use of TFTC, an evidence-based and resource-efficient intervention, to reduce problem behaviors of TFC children in urban settings.

Treatment foster care (TFC) provides critical mental health supports for youth with emotional, behavioral, and social difficulties who are at risk for adverse long-term outcomes. Existing evidence-based models of TFC are effective, yet resource-intensive, and they have relied primarily on evidence of implementation effectiveness with samples of non-minority parents. Recent research highlights the efficacy of an emerging, socially acceptable model that integrates existing evidence-based practices with usual care. This study applied the new model, Together Facing the Challenge (TFTC), within an urban TFC program. Trained TFC program staff delivered the TFTC training to foster parents in two cohorts. Foster parents reported child problem and prosocial behaviors pre-, mid-, and post-training, as well as 1, 3, and 12 months after the training. Results indicated that foster parents demonstrated an increase in knowledge of TFTC skills following the training and were satisfied with the training. Child problem behaviors significantly decreased over time. There were no significant changes in prosocial behavior over time. Implications of this study include the replication and extension of the use of TFTC, an evidence-based and resource-efficient intervention, to reduce problem behaviors of TFC children in urban settings. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine the relationship between treatment-induced changes in academic achievement and social skills in elementary school-age children with attention-deficit hyperactivity disorder. A sample of 123 children in grades 1 through 4 with symptoms of inattention, impulsivity and/or hyperactivity, and significant achievement problems in math or reading were identified for participation. Participants were exposed to academic interventions mediated by their teachers, parents, peers, computers, or the student themselves. Data were collected on academic competence using the Woodcock-Johnson III Test of Achievement and the Academic Competence Evaluation Scales; social skills were assessed using the Social Skills Rating System. Correlations between changes in academic competence and social skills from preintervention to approximately 10 months later were calculated. Results showed that as teacher ratings of reading improved, there were corresponding improvements in social skills. For students in peer-mediated math interventions, increases in math fluency were correlated with improvements in self-control. Results are discussed in the context of possible reasons for these findings and implications for practice and future research. (Contains 3 tables.)