Interventions In School Settings Research Articles

Clinical scientists improving clinical practices: in thoughts and actions.

In this article, the author comments on aspects of Kamhi's (2014) article, which caused the author to think more deeply about definitions of language, theories of learning, and how these two core components of intervention prepare clinical scientists as they search the literature for new knowledge. Interprofessional collaborative practice as a model for team-based intervention in school settings is also discussed. The article addresses aspects of Kamhi's article that aligned or did not align with the author's definition of language and theory of learning and explains why considering these alignments is important for clinical scientists. Two challenges to staying current with the research base are also described, and suggestions are offered for addressing these challenges. Finally, the article provides an overview of interprofessional collaborative practice. Clinical scientists should continue to strive to use their knowledge of what language is and how it is learned, combined with the best available scientific information, to best serve their clients. Combining their thoughts and actions, they undoubtedly will continuously improve their clinical practices.

Impact of oral health conditions on school performance and lost school days by children and adolescents: what are the actual pieces of evidence?

AIM: To investigate evidence of associations between oral health status of children and adolescents and their school performance and lost school days due to dental problems. METHODS: PubMed electronic database was searched for scientific papers published between 1990 and 2013. Twenty-one papers that attempted to investigate the impact of oral health on school performance and lost school days were retrieved. Brief descriptions of each study's methodology and outcomes were presented and discussed. RESULTS: Although the papers reported statistically significant associations between school performance or lost school days and oral health conditions of schoolchildren, all of them were cross-sectional and ecological studies with an observational design, which may not provide full information about causes and effects. In addition, the lack of standardized criteria did not allow comparisons among the studies retrieved in the search. CONCLUSIONS: Oral diseases appear to impact on lost school days and school performance of children and policy-makers should address this issue when planning health promotion interventions in school settings. However, standardized materials and methodologies as well as longitudinal studies using valid and reliable criteria are needed to confirm the causes or risks of oral health factors in school performance, generating hypotheses for future research and providing important data for determining effective actions in school health programs.

Mindfulness-Based Interventions in School Settings: An Introduction to the Special Issue

Interest in contemplative science, particularly the use of mindfulness-based practices, has expanded rapidly in recent years. This special issue of Research in Human Development explores the potential effectiveness of mindfulness-based practices delivered in school settings. Articles included in this issue demonstrate how mindfulness can be used to help to improve student-teacher relationships, reduce ADHD symptomology, promote emotion regulation, and reduce stress among school-age youth. A final reflective commentary by Roeser (this issue) describes how study findings fit within the larger context of the contemplative sciences movement, followed by suggestions for future research.

Interventions in schools for children with autism spectrum disorder: Methods and recommendations

Although researchers have identified many promising teaching strategies and intervention programs for children with autism spectrum disorder, research on implementation of these interventions in school settings has lagged. Barriers to implementation include incompletely developed interventions, limited evidence of their utility in promoting long-term and meaningful change, and poor fit with school environments. To overcome these barriers, interventions need to be detailed in manuals that identify key components yet allow for flexibility, and studies need to evaluate long-term, real-life outcomes. Innovative research strategies also may be important, particularly carrying out research on new interventions in school settings from the outset, conducting partial effectiveness trials in which study personnel administer interventions in school settings, using community-partnered participatory research approaches, and redesigning interventions in a modular format.

Implementing Tier 2 Social Behavioral Interventions: Current Issues, Challenges, and Promising Approaches

Often, social behavior problems in children can be prevented or ameliorated with systematic efforts. One such system that is increasing across the United States is Schoolwide Positive Behavior Support, a tiered system that implements a response-to-intervention approach informed by data-driven decisions and teams that tailor key elements to their particular school context. Extensive research has been conducted on the universal, Tier 1 level of support and the effect of these efforts on student academic and social outcomes. Similarly, the most individualized level of support, Tier 3 social behavior supports have research to support their effectiveness, although not necessarily as delivered within a continuum of supports. There is a need for more research on social behavior Tier 2 intervention for the 10–15% of students who require these supports. The purpose of this special issue is to address current issues, challenges, and promising approaches for providing Tier 2 behavioral interventions in school settings. Articles solicited for this issue address gaps in the literature and implementation needs and challenges specifically for Tier 2.

2122 – Autistic preschoolers: a teacch based model for early behavioral intervention in school setting

Introduction TEACCH program (Treatment and Education of Autistic and related Communication Handicapped Children) represents a model for management of five major autistic behavioral problems: (1) Self abuse, (2) Aggression, (3) Disruptive behaviors, (4) Repetitive Behaviors, (5) Other behavioral deficits. Objective Present study introduces TEACCH based model for behavioral intervention of autistic preschoolers in school setting. Aim Studying effectiveness of usage of (TEACCH) program in decreasing commonly experienced behavioral disorders among autistic preschool children according to Parent/Teacher assessment and follow up. Methods 5 autistic children aged (2-6) years (4 boys and 1 girl) were selected according to the study inclusion criteria and legal guardian consent. They were subjected to psychiatric assessment (psychiatric interview sheet and DSM IV criteria for autistic disorder), psychological assessment using: (1) Childhood Autism Rating Scale” (CARS)(2000) (Arabic version), (2) Vineland Adaptive Behavior Scale(2004)(Arabic version), as well as (3) Autistic Behavioral Checklist for preschool children and (4) Disordered Behavior Intervention Program (3 and 4 were made by researchers). Study subjects were assessed by their mothers and teachers for their behavioral problems. Pre- intervention assessment were arranged for each child and commonly experienced behaviors both at home and school as regard both severity and frequency were listed for intervention. Mother/Teacher Post-intervention and follow up assessment were also arranged for each child. Results Both Pre/post and Post /follow up assessment and comparison were statistically significant both for mother and teacher ratings. Behavioral problems were significantly decreased using TEACCH model for behavioral intervention of disordered behaviors among study subjects. Conclusion Early identification, Individualized intervention and follow up of significant behavioral problems using study model helps reducing them.

The importance of studying the implementation of interventions in school settings

Implementation refers to the process by which an intervention is put into practice. Research studies across multiple disciplines, including education, have consistently demonstrated that interventions are rarely implemented as designed and, crucially, that variability in implementation is related to variability in the achievement of expected outcomes. Put simply, implementation matters (Durlak & DuPre, 2008). This paper reviews several key issues in the study of implementation and calls for an increasing emphasis on this often neglected aspect of evaluation research in UK journals. These issues include programme-specific reasons for studying implementation as an intervention passes through the various stages of development, advancing knowledge and understanding about the processes of implementation (including the balance required between fidelity and adaptation, and the range of factors that may facilitate or impede implementation), and improving measurement and assessment of implementation. Through discussion of these issues the case is made for more research that focuses specifically on the examination of implementation in school settings.

Using group cognitive behavioural therapy intervention in school settings with pupils who have externalizing behavioural difficulties: an unexpected result

There has been a growing interest in the use of cognitive behavioural therapy (CBT) in school settings by educational psychologists in England. This small-scale study set out to explore the effectiveness of a school-based, eight-session CBT intervention for 12–13-year-old children with externalizing behavioural difficulties. Twelve pupils were referred by a school's pastoral manager as having externalizing behavioural difficulties. Pupils were matched in pairs and then randomly assigned to two groups. One group received cognitive-behavioural intervention, while the other continued with normal school support (control group). Participants in both groups and their teachers completed a pre- and post-intervention assessment taken from the Behaviour Assessment System for Children (BASC-2). Pupil self-ratings showed a large differential effect size (Cohen's d = 0.818) between the CBT group and the control group (F (1,8) = 7.080, p = 0.029). This indicates a positive change for pupils' self-perceptions of their behaviour. However, an unexpected result was found for teacher ratings, which positively changed for all pupils in the study and no differential effect was noted with all pupils reported to be better behaved at the end of the study. Our hypothesis is thus that there is a systemic effect of a targeted intervention by reducing the cumulative effect of low-level challenges that teachers experience.

Influence of psychological and social factors on bystanders’ roles in school bullying among Korean-American students in the United States

This study investigated the associations of psychological and social variables with the likelihood of exhibiting three different behaviors as a bystander in a bullying situation. The sample comprised 238 Korean-American and Korean students, from the 3rd to 12th grades, studying in the USA. Students receiving classmate support showed a lower probability of exhibiting outsider behaviors in a bullying situation as compared to non-involvers, whereas those receiving teacher support showed less likelihood of exhibiting assistant, outsider, and defender behaviors as compared to non-involvers. Furthermore, students showing higher responsibility exhibited a lower probability of being a defender group as compared to the non-involvers, while those showing higher empathy demonstrated a greater probability of being in the defender group over non-involvers. The current study discusses the implications for bullying preventive interventions in school settings.

Character Strengths Interventions: Building on What We Know for Improved Outcomes

For this review strengths intervention studies were located using online searches and collegial networks and included if they explicitly sought to teach or use a strengths classification to enhance well-being, and used pre- and post-intervention measures and a comparison group. Eight studies met the criteria and have been summarised by this review. To date, the effect sizes achieved by character strengths interventions have been small to moderate. An understanding of how these interventions work may facilitate development of more effective interventions, while expanding the field of character strengths interventions to include a broader range of activities and approaches may also offer benefits. Research examining individual factors, such as strengths use, psychological need satisfaction, goal-setting and goal-striving provides promising leads to explain how strengths interventions work. However, the effect on intervention efficacy of relational or contextual factors, such as intervention environment or facilitator attitude to strengths, has not yet been explored. Implications for interventions in school settings are considered.

A modeling study of school closure to reduce influenza transmission: A case study of an influenza A (H1N1) outbreak in a private Thai school

The A/H1N1 influenza pandemic has been in the spotlight since the virus was first detected in Mexico in early 2009. To prevent the repetition of the 1918 influenza pandemic, the global response to this pandemic has been strong. In Thailand and in many other countries, schools have been a major source of outbreaks, which then spreads to the general population. Understanding the dynamics of school outbreaks and the impact of disease intervention in school settings is crucial for the effective mitigation of a pandemic. Using data from outbreaks in School G, a private school in Bangkok where detailed epidemiological data were collected, we estimated the basic reproduction number ( R 0 ) to be 3.58 [95% confidence interval: 2.88 to 4.28]. We then modeled outbreaks in school settings with Susceptible-Exposed-Infectious-Recovered (SEIR) equations and tested various interventions such as school closure and student screenings. We found that closing the school on the date with the peak number of daily incidences usually appeared to be effective in preventing further outbreaks. However, if the school was closed too early, subsequent cases would appear after reopening. With no intervention, the number of total cases reaches 83%. Individual student screenings appeared to reduce the number of total cases by up to 40%. In a situation in which the widespread outbreak of a mild disease is unavoidable and in which the goal is to slowly reach sufficient herd immunity while minimizing the number of cases, closing the school at the predicted date with the peak number of daily incidences and screening for respiratory symptoms appear to be the most appropriate intervention methods.

Translating Research to Practice

Although there has been an increase in the availability of effective, evidence-based physical activity interventions in school settings during the past decade, there is a paucity of published research focusing on the translation of these effective interventions into real-world practice. The purpose of this research was to examine the translatability of an existing school-based physical activity intervention. More specifically, this research sought to identify the barriers and facilitators in adopting, implementing, and maintaining a school-based physical activity intervention using RE-AIM as a theoretical evaluation framework. It was concluded that interventions that consider issues around complexity and compatibility with the school setting are more likely to be adopted, implemented, and maintained. It was recommended that future evaluations of physical activity interventions should not be limited to testing internal validity, but should consider external validity and ecological aspects, relevant to increasing dissemination in real-world settings.

Increasing Math Assignment Completion Using Solution-Focused Brief Counseling

Solution-focused brief counseling (SFBC) is an efficient and direct approach to therapy that emphasizes problem identification and solutions. A multiple-baseline-across-participants design was used to evaluate the effects of a SFBC intervention on mathematics assignment completion and accuracy across six fifth-grade students who were failing math. The majority of the participants showed an immediate improvement in assignments completed and these improvements were generally maintained. Although intervention accuracy rates were higher than baseline accuracy rates, they continued to remain fairly low across phases. Discussion focuses on the utility of SFBC as an academic intervention in school settings. Strengths and limitations of the current study are addressed along with implications for practice and future research.

Principles for School-Age Language Intervention: Insights from a Randomized Controlled Trial

Principles for School-Age Language Intervention: Insights from a Randomized Controlled Trial

Perspectives on AAC Intervention in School Settings

Abstract This article presents the perspective of a parent and an AAC device user on the importance of focused intervention on language development with individuals with complex communication needs who use AAC devices. The parent perspective outlines the speech-language pathology treatment story of her child. Using that lessons of that story, the parent challenges readers to advocate for the development of long-range language development planning and implementation of an AAC language development curriculum. In addition, the parent emphasizes the need for strong collaborative team building in order to support effective language intervention programs. The user perspective highlights the issue of core vocabulary, advanced vocabulary building, and traditional intervention on syntax, morphology, and discourse development. The reader is strongly urged to maintain focus on language development, rather than technology or device operation, as the essential element of life-long success for individuals using AAC devices.

Reynolds Adolescent Depression Scale – Second Edition: initial validation of the Korean version

This paper is a report of a study conducted to test the validity and reliability of the Reynolds Adolescent Depression Scale - Second Edition in Korean culture. Depression is a significant mental health problem in adolescents. The Reynolds Adolescent Depression Scale - Second Edition has been shown to be a useful tool to assess depression in adolescents, with extensive research on this measure having been conducted in western cultures. Measures developed in western cultures need to be tested and validated before being used in Asian cultures. The participants were a convenience sample of 440 Korean adolescents with a mean age of 13.78 years (sd = 0.95) from grades 7 to 9 in three public middle schools in South Korea. A cross-sectional design was used. Back-translation was used to create the Korean version, with additional testing for cultural meaning and comprehension. The data were collected at the end of 2004. Internal consistency reliability for the Korean version of the Reynolds Adolescent Depression Scale - Second Edition was 0.89, with subscale reliability ranging from 0.66 to 0.81. Evidence for criterion-related, convergent and discriminant validity for the Korean version of the Reynolds Adolescent Depression Scale - Second Edition was found. Confirmatory factor analysis supported the 4-factor structure of Reynolds Adolescent Depression Scale - Second Edition. Our results support the validity and reliability for the Korean version of the Reynolds Adolescent Depression Scale - Second Edition as a measure of depression and suggest that it can be used to screen students and to evaluate the effectiveness of preventive interventions in school settings.

Facteurs personnels et facteurs sociaux associés à la perception de santé et à la perception de bonheur dans une population adolescente non clinique

A theoretical conceptualization of the relationship between health and happiness and associated factors was studied using a structural equation model. Data from the Portuguese part of a World Health Organization collaborative study, health behavior in school-aged children [Currie C, Smith R, Boyce W, et al. HBSC, a WHO cross national study: Research protocol for the 2001/2002 survey. Copenhagen: WHO; 2001], were used. A representative national sample (N=6131) of 11-, 13- and 15-year-old pupils was studied [Matos M.G., Equipa do Projecto Aventura Social. A saúde dos adolescentes portugueses: Quatro anos depois (La santé des adolescents portugais : quatre ans après). Lisboa: Edições FMH; 2003] and data were analyzed for the purpose of this paper. Results showed a significant positive correlation between perception of health and perception of happiness. A group of personal and social factors was associated with this correlation. Results demonstrated that personal factors had more impact on health perception, and social factors had more impact on happiness perception. Adjustment fit indexes were good. Socioeconomic status (SES) was significantly associated with a positive health perception, and SES was also significantly but modestly associated with the perception of happiness. Results highlighted the importance of a holistic and positive approach to adolescent health. This study confirmed the importance of family, peer relationship and positive evaluation of the school on adolescents' health and well-being. Results may suggest that preventive interventions in school settings should target both personal factors (e.g., promoting social competence) and social factors (e.g., promoting social support and acceptance). Interventions should also target physical and mental health in order to help adolescents to cope with the daily challenges they meet.

Evidence-Based Interventions in Schools: Developers’ Views of Implementation Barriers and Facilitators

This study examined the factors that are important to successful implementation and sustainability of evidence-based interventions in school settings. Developers of interventions that have been designated as “evidence-based” in multiple vetted lists and registries available to schools participated in a structured interview. The interview focused on potential facilitators and barriers to implementation and sustainability of their intervention. The interviews were transcribed and coded to identify similarities and differences among the responses as well as themes that cut across participants. Results indicated that those concerned with effective implementation and sustainability need to address several areas: (a) development of principal and other administrator support; (b) development of teacher support; (c) development of financial resources to sustain practice; (d) provision of high-quality training and consultation to ensure fidelity; (e) alignment of the intervention with school philosophy, goals, policies, and programs; (f) ensuring that program outcomes and impact are visible to key stakeholders; and (g) development of methods for addressing turnover in school staff and administrators.

Educators' Perceptions of Attention Deficit Hyperactivity Disorder: An Exploratory Study

The study investigated the perceptions of educators about Attention Deficit Hyperactivity Disorder, specifically their views on its incidence, causes and appropriate interventions in school settings. Five purposively selected educators from a private school participated in the study. Ethnographic interview was used to collect and analyze the data. The results revealed that the educators considered ADHD mainly a physiological disorder with primarily genetic and environmental causes. Regardless the educators preferred medication as the intervention method despite being aware of additional intervention methods.

Training Elementary School General Educators to Implement Function-Based Support

Function-based support (FBS) is an intervention strategy aimed at decreasing problem behaviors and increasing replacement behaviors via functional behavioral assessment and behavioral intervention planning. Although FBS is considered best practice for behavioral interventions in school settings, it is not mandated for students without disabilities and students with unidentified disabilities exhibiting problem behavior. Thus, many of these students receive inadequate interventions or none at all. Considering this context, this study investigated the effects of training elementary school general educators to independently implement FBS as a prereferral intervention. Results from four participating teachers and students suggest this may be a pragmatic and moderately effective practice. Confounds and limitations, as well as future directions for research and practice, are explored herein.