A5027334575- Health Policy Implementation Science
- Community Health and Development
- Behavioral and Psychological Studies
- Child and Adolescent Psychosocial and Emotional Development
- Evaluation and Performance Assessment
- Primary Care and Health Outcomes
- Bullying, Victimization, and Aggression
- Healthcare Quality and Management
- School Health and Nursing Education
- Early Childhood Education and Development
- Educational and Psychological Assessments
- Youth Development and Social Support
- Education Discipline and Inequality
- Family and Disability Support Research
- Educational Systems and Policies
- Educational Research and Pedagogy
- Resilience and Mental Health
- Education and Learning Interventions
- Health Sciences Research and Education
- Diverse Educational Innovations Studies
- Values and Moral Education
- Disability Education and Employment
- Mindfulness and Compassion Interventions
- Health Systems, Economic Evaluations, Quality of Life
- Education Practices and Challenges
GC Systems (United States)
2024-2025
University of Minnesota
2016-2024
Utah State University
2023
Character
2023
Twin Cities Orthopedics
2021-2022
Minnesota Department of Education
2018-2021
University of Minnesota System
2018
University of North Carolina at Chapel Hill
2018
The aim of this study was to isolate and evaluate the impact increasing teachers’ ratios positive-to-negative interactions with their students. Training teachers on 5:1 ratio evaluated using a randomized-block pre–post control design general education classroom ( N = 6) that were characterized by higher negative-to-positive between students, as well low academic engagement high disruptive behaviors. Teachers in intervention group trained ratio, instructed wear device prompted them VI 5-min...
Longstanding discipline disparities for Black male students are associated with untoward outcomes and necessitate feasible effective school-based solutions. This study examined the efficacy of GREET–STOP–PROMPT (GSP) as a low-cost, potentially high-yield strategy designed to intervene on putative malleable root causes proximal teacher–student interactions. GSP relies three core components mitigate exclusionary decisions, including: (a) proactive classroom management strategies; (b)...
Externalizing behavior is a significant concern among teachers. Teachers could benefit from incorporating proactive strategies to prevent problem behaviors and promote academic engagement as students transition into the classroom learning environment. The purpose of this study was conduct an experimental investigation Positive Greetings at Door (PGD) strategy improve middle school students’ behavior. were nominated by their principals for participation then randomly assigned PGD or attention...
Abstract Background For approximately one in five children who have social, emotional, and behavioral (SEB) challenges, accessible evidence-based prevention practices (EBPPs) are critical. In the USA, schools primary setting for children’s SEB service delivery. Still, EBPPs rarely adopted implemented by front-line educators (e.g., teachers) with sufficient fidelity to see effects. Given that individual behavior change is ultimately required successful implementation, focusing on...
Existing literature has established the effectiveness of school-wide positive behavioral interventions and supports (SWPBIS) for improving school-level student academic outcomes. Implementation SWPBIS in uncontrolled settings is often suboptimal, leading to lackluster Researchers have developed validated several implementation strategies improve individual-level determinants (e.g., educators' supportive beliefs) promote successful delivery universal programs SWPBIS). However, empirical...
Social-emotional learning and character education are crucial to preventing social-emotional, behavioral difficulties promoting academic enablers in schools. We conducted a multisite cluster-randomized trial examine the effectiveness of PurposeFull People (PfP ; universal prevention program integrating social-emotional education) 10 elementary At each school, four six teachers their classes ( n t eacher = 44) were randomly assigned either treatment PfP ) or control condition...
The Evidence-Based Practice Attitude Scale (EBPAS) is a widely used tool, but it has not been adapted and validated for use in schools, the most common setting where youth access behavioral health services. This study examined factor structure, psychometric properties, criterion-related validity of school-adapted EBPAS sample school-based consultants.A research team comprised experts implementation evidence-based practices schools along with original developer school setting. instrument was...
Abstract Background More than two-thirds of youth experience trauma during childhood, and up to 1 in 5 these develops posttraumatic stress symptoms that significantly impair their functioning. Although trauma-focused cognitive behavior therapy (TF-CBT) has a strong evidence base, it is rarely adopted, delivered with adequate fidelity, or evaluated the most common setting where access mental health services—schools. Given individual change ultimately required for successful implementation,...
Committee membership and abstract review proceduresThe Program worked to ensure that the criteria were fair, transparent, prioritized translational efforts.Footnote 3 The consisted of (1) Background (i.e., how succinctly convincingly authors outlined rationale for proposed study, including problem project set out address); (2) Methodology Research Design research-based submissions, extent which methodology fits scientific question; methods analysis are clearly stated; strong fit between...
Abstract Background Integrated care involves provided by a team of professionals, often in non-traditional settings. A common example worldwide is integrated school-based mental health (SBMH), which externally employed clinicians providing at schools. healthcare can improve the accessibility and efficiency evidence-based practices (EBPs) for vulnerable populations suffering from fragmented traditional care. However, integration complicate EBP implementation due to overlapping organizational...
Abstract We conducted a mixed‐method focus group study to (a) assess the appropriateness and likely effectiveness of strategies that target individual behavior change mechanisms associated with perceived barriers lack time unsupportive leadership (b) identify recommendations regarding for overcoming barriers. Sample included 39 school‐based staff (80% female, 77% White) across two districts in Midwest. Mixed methods simultaneous approach. Lack continue pervade implementation efforts....
Abstract Background : Integrated care involves provided by a team of professionals, often in non-traditional settings. A common example worldwide is integrated school-based mental health (SBMH), which externally employed clinicians providing at schools. healthcare can improve the accessibility and efficiency evidence-based practices (EBPs) for vulnerable populations suffering from fragmented traditional care. However, integration complicate EBP implementation due to overlapping...
Social-emotional learning (SEL) and character education are important components of adolescent development. In this study, we evaluated a randomized controlled trial CharacterStrong, curriculum that combines SEL included 1609 students 242 teachers across 14 schools. This study applied baseline target moderation analysis to examine the differential effect CharacterStrong given students’ (pre-test) scores on self-reported measures social-emotional competence personal attributes (i.e.,...