A5061686541- Child and Adolescent Psychosocial and Emotional Development
- Behavioral and Psychological Studies
- Early Childhood Education and Development
- Community Health and Development
- Health Policy Implementation Science
- Family and Disability Support Research
- Parental Involvement in Education
- Cognitive and developmental aspects of mathematical skills
- Youth Development and Social Support
- Disability Education and Employment
- Poverty, Education, and Child Welfare
- Reading and Literacy Development
- Education, Achievement, and Giftedness
- Psychosocial Factors Impacting Youth
- Mental Health Research Topics
- Resilience and Mental Health
- Bullying, Victimization, and Aggression
- Child Development and Digital Technology
- Hearing Impairment and Communication
University of Minnesota
2017-2023
Twin Cities Orthopedics
2019-2023
University of Nebraska Medical Center
2022
University of Minnesota System
2018
Minnesota Department of Education
2018
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...
Parental behavioral and relational engagement in school include components of trust, communication, respect that are positively predictive student academic success. Parents who report high levels trust with their child's teacher more likely to be involved related programs events. Direct teacher-parent communication has been demonstrated strengthen parental thereby increasing engagement. The parent wise feedback intervention is a technique communicates expectations from one person another...
Implementation climate is an organizational construct theorized to facilitate the adoption and delivery of evidence-based practices. Within schools, teachers often are tasked with implementing universal prevention programs. Therefore, they ideal informants when assessing school implementation for initial continuous improvement efforts. The purpose this study was examine validity (i.e., factor structure convergent/divergent validity) a school-adapted measure strategic called School Climate...
Abstract The dual‐factor model (DFM) of mental health affords educators an expanded view student social–emotional and behavioral functioning may help identify students in need school‐based services who would otherwise go unnoticed with traditional screening methods. With a focus on integrating subjective well‐being into the conceptualization health, DFM be one paradigm to aid supporting students. However, without greater clarity regarding accurate feasible methods measuring grouping...
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....
Andrew J. Thayera*, Clayton R. Cooka, Aria E. Fiata, Meghanne N. Bartlett-Chasea & Jessie M. Kembera | Erin Dowdya University of MinnesotaAndrew Thayer, MA, is a school psychology doctoral student attending the Minnesota Twin Cities. His research interests include measurement and intervention upon knowledge, skills, beliefs students staff that facilitate positive development; system-level implementation mechanisms barriers their intersection with policy; embedding health technology in...
When youth experience psychosocial difficulties, multiple sectors of care may intervene. The present study examined the prevalence and sociodemographic predictors multisector involvement related to difficulties among adolescents with disabilities. Using a nationally representative sample 9,230 students who participated in National Longitudinal Transition Study–2, we estimated students’ rates school, health, social service, juvenile justice used logistic regression models ascertain relations...
Background: As the most common setting where youth access behavioral healthcare, education sector frequently employs training and follow-up consultation as cornerstone implementation strategies to promote of evidence-based practices (EBPs). However, these alone are not sufficient desired (e.g., intervention fidelity) outcomes mitigated externalizing behaviors). Theory-informed pragmatic pre-implementation enhancement (PIES) needed prevent lackluster consultation. Specifically,...
Children with serious problem behaviors pose a challenge for school staff to maintain safe and productive learning environments. Eloping, often called running, bolting, or absconding, from the classroom disrupts environments requires significant attention time staff. Existing interventions address elopement behavior lack feasibility. In this school-based study, multiple-baseline across participants design was used examine effectiveness of multi-step, function-based intervention protocol,...