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The authors compared data from a social-emotional-behavior screener (i.e., the Student Risk Screening Scale—Internalizing and Externalizing [SRSS-IE]) with data from a high school early warning sys...

A safe, supportive school climate is critical for school effectiveness. Unfortunately, the research linking a positive school climate to critical student outcomes includes few systematic reviews of the school climate literature and no reviews focused on the effects of interventions to improve school climate. This review examined the methodological quality and findings from 18 experimental studies evaluating the effects of schoolwide interventions on teacher and student perceptions of school climate. Each study was rated in terms of quality of the methods and magnitude of effects on school climate. Results indicated that only three of the 25 articles were considered methodologically sound. Effect sizes estimating the differences in teacher perceptions of school climate ranged from −0.29 to 1.69, while those concerning differences in student perceptions ranged from 0.03 to 1.93. Studies examining the effects of schoolwide positive behavioral interventions and supports (SWPBIS) and social and emotional learning (SEL) interventions were the most methodologically sound and associated with the highest effect sizes.

The Trauma Inventory for Partners of Sex Addicts (TIPSA) represents a pioneering attempt to measure trauma in the partners of sex addicts. In this study, we utilized a large sample of TIPSA respons...

A Multi-Tiered System of Supports (MTSS) is a framework for organizing and integrating academic, social, and emotional supports within a school. Full implementation of MTSS establishes a continuum ...

This chapter is an analytical narrative of the ongoing development of a graduate level foundations course in statistics. It includes the reflections of the originators of decision-based learning and the novice faculty who then tested whether the pedagogy was transferable to other teachers of the same course. The answer is, yes, but the question is open as the authors continue to explore and refine the pedagogy and the course.

Many state education agencies provide supports for local education agencies (LEAs) that are implementing tiered frameworks or Multi-Tiered Systems of Support (MTSS). With a 61% response rate to an ...

Behavior intervention plans (BIPs) are intended to help educators systematically support students with behavioral problems at school. Previous research confirms that the effectiveness of a BIP depends on the degree to which the plan is technically adequate and implemented with integrity. What remains unclear from the literature is how professional experience and environmental variables impact technical adequacy, treatment integrity, and student outcomes. The purpose of this study was to explore these relationships using data collected from a survey of members’ experiences with the BIP implementation team. The researchers collected BIPs from local school districts and then surveyed members of the implementation team regarding their professional qualifications, training, involvement in the BIP development process, treatment integrity, and perceived impact on student outcomes. Results from two multiple regression models predicting treatment integrity and student outcomes suggest that practitioners’ perceptions of BIP quality significantly predicted treatment integrity. Additionally, training, BIP quality, and treatment integrity significantly predicted student outcomes. These findings suggest that practitioners’ perceptions of BIP quality may play an important role in predicting treatment integrity but improving student outcomes requires technical adequacy and targeted professional development.

This study examined the item and category response option functioning of items on the Student Risk Screening Scale for Internalizing and Externalizing Behaviors (SRSS-IE), using item response theory (IRT) methods with a sample of 2,122 middle school students. The SRSS-IE is a screening instrument used to identify students who are potentially at risk for emotional and behavioral disorders (EBD). Utilizing the nominal response and generalized partial credit models of IRT, items from the SRSS-IE were evaluated in terms of the degree to which the response options for each item functioned as intended and how well those response options discriminated among students who exhibited varying levels of EBD risk. Results indicate that the four-response option configuration used in this study may not adequately discriminate regarding the frequency of externalizing and internalizing behaviors demonstrated by middle school students. Recommendations for revising the response options and scoring procedures are discussed.

IntroductionA multitiered system of supports (MTSS) represents a widely adopted public health approach to education in the USA. Researchers agree professional learning is critical for educators to implement the critical components of MTSS; however, professional learning approaches vary in their designs and targeted outcomes. While researchers increasingly focus their inquiries on professional learning for MTSS, no systematic research review exists.ObjectivesThe primary objectives for this mixed-methods review are to (1) understand how professional learning focused on MTSS has been operationalised (2) determine the impact of professional learning on educator (eg, knowledge) and implementation (eg, data-based decision-making processes) outcomes and (3) understand the contextual variables that influence professional learning in the USA. We aim to determine which elements of professional learning improve educators’ capacity to implement MTSS.Methods and analysisWe will include studies that use quantitative and qualitative methods. PsycInfo, PubMed, CIHAHL and ERIC will be the primary research databases used to search for studies published from January 1997 to May 2018. We also will search the US Institute for Educational Sciences and Office of Special Education Programs websites, ProQuest, Google Scholar, Science Watch and MSN. Finally, we will search the proceedings of relevant conferences, examine the reference lists of studies that pass full screening and contact authors for additional work. Data extraction will include participant demographics, intervention details, study design, outcomes, analyses and key findings. We will conduct a quality assessment and analyse the data using effect size and thematic analyses.Ethics and disseminationInstitutional review board or ethics approval is not needed for this review of already published works. We will disseminate the findings through presentations at state, national and international conferences; presentations to stakeholders and agencies; publication in peer-reviewed journals; and posts to organisational and agency websites.

This article reviews the reference responses of consumer health reference librarians to a specific query. The query represented the information needed by a health consumer to make an evidence-based hospital referral for the treatment of dystonia with deep brain stimulation (DBS) surgery. The study area included northern New England and Massachusetts.