Real-world School Setting Research Articles

Integrating Research-Supported Coaching Practices Into Secondary Teachers' Team Meetings: Early Indications of Potential to Impact Collaborations, Classroom Interactions, and Student Engagement.

The My Teaching Partner-Secondary (MTPS) program demonstrated improvements in classroom interactions and student outcomes in secondary schools using one-on-one coaching between study staff and teachers. Despite promising results, the time, cost, and oversight from a university research team may pose barriers to adoption of coaching programs like MTPS at scale. The My Teaching Team (MTT) project sought to translate key ingredients from MTPS into existing professional development contexts that are already built into many middle and high school educators' weekly schedules: co-planning or professional learning community meetings. Six teams of secondary teachers (N = 30 teachers) participated in a pilot test of the usability of MTT materials across 5 months in one school year. Three teams elected to use MTT materials, and three elected to be a comparison group who continued their typical practices. Teams adopting MTT materials were observed to do so with good implementation integrity, and reported satisfaction with the intervention. Compared to typical practice teams, those using MTT were observed to spend more meeting time discussing teaching practice and less time discussing logistics/mechanics, and engaged in more video sharing and feedback to team members in the MTT sessions that explicitly encouraged this. The number of MTT meetings completed by a team, as well as spending more time discussing teaching practices and video sharing (but not feedback provided) during team meetings, predicted students' self-reports of greater engagement and observations of higher levels of emotional support provided in the classroom. Implications for translating empirically supported interventions from the lab to real-world school settings are discussed.

Developing the universal unified prevention program for diverse disorders for school-aged children

BackgroundPsychological problems during childhood and adolescence are highly prevalent, frequently comorbid, and incur severe social burden. A school-based universal prevention approach is one avenue to address these issues.ObjectiveThe first aim of this study was the development of a novel, transdiagnostic cognitive-behavioral universal prevention program: The Universal Unified Prevention Program for Diverse Disorders (Up2-D2). The second aim of this study was to examine the acceptability and fidelity of the Up2-D2.MethodsClassroom teachers who attended a 1-day workshop implemented the Up2-D2 independently as a part of their regular curricula. To assess the acceptability of the Up2-D2, 213 children (111 boys and 102 girls) aged 9–12 years completed questionnaires about their enjoyment, comprehension, attainment, applicability, and self-efficacy after completing Lessons 1–12. For fidelity, research assistants independently evaluated audio files that were randomly selected and assigned (27.3%).ResultsOur preliminary evaluation revealed the program was highly enjoyable, clear, and applicable for students. In addition, self-efficacy demonstrated a trend of gradually increasing over the 12 sessions. The total fidelity observed in the two schools was sufficient (76.2%), given the length of the teacher training.ConclusionsThe results of this study supported the theory that the Up2-D2 could be feasible in real-world school settings when classroom teachers implement the program. We discussed current research and practical issues of using universal prevention to address mental health problems in school, based on implementation science for user-centered design.

Accessible mathematics videos for non-disabled students in primary education.

Our work applies Universal Design criteria for producing and using Mathematics videos for primary education students, at a time when many countries are shifting towards inclusive education policies. We have focused on how the accessibility criteria used for students with visual impairments might affect non-disabled students. For this, we reviewed applicable Universal Design principles as well as best practices in multimedia learning. We took into account the roles, procedures, tools and standards involved in the multimedia lifecycle. We then undertook an experiment consisting of producing two videos about prime numbers with the same pedagogical contents; one video was accessible for students with visual impairments and the other one was not accessible to them. We conducted a trial in real world school settings with 228 non-disabled children, who were randomly assigned a version, either accessible or not accessible, and were then asked to take a test to measure objective aspects of their learning concerning retention and transfer as well as several subjective aspects, including the attractiveness of the videos. Results indicate that there were no significant differences in the scores obtained by students using either video, although the group who watched the accessible video obtained higher score medians in the retention questions. Moreover, students found the accessible video significantly more attractive (p = 0.042). Our study provides recommendations for different stakeholders and stages within the process of producing multimedia mathematics materials that are accessible to primary students with visual impairments, as well as evidence demonstrating that everybody can benefit from the recommendations for developing good quality, accessible multimedia material.

The TOBg Tobacco Treatment Guidelines for Adolescents: A real-world pilot study.

INTRODUCTIONWe conducted a pilot study to: 1) obtain feedback from prevention practitioners in terms of their satisfaction, knowledge, and self-efficacy following exposure to the Tobacco Treatment Guidelines for Adolescents (TOBg Guidelines); and 2) examine the effectiveness of a school-based intervention based on the TOBg Guidelines on quit rates among a sample of adolescent tobacco users.METHODSTwo parallel studies were conducted. In Study 1, prevention practitioners were exposed to a 1-day training in the TOBg Guidelines with assessment occurring before, immediately after, and at 6 months following the training. In Study 2, participating adolescent smokers were exposed to a 3-session group-based smoking cessation intervention that drew on the TOBg Guidelines and was delivered by practitioners trained in Study 1. The primary outcome measure was self-reported smoking status assessed at 1 month and at 6 months following baseline.RESULTSA total of 18 prevention practitioners and 65 adolescent tobacco users participated in the pilot study. The majority of practitioners reported high rates of satisfaction with the TOBg Guidelines and indicated that the guidelines positively influenced the manner in which they addressed tobacco use with adolescents. Prevention practitioners’ self-efficacy for intervening with adolescent smokers was also significantly increased following exposure to the TOBg Guidelines and training. Among adolescents exposed to the school-based intervention, 62.5% and 23.1% had reduced smoking by 50% or more at 1 month and at 6 months follow-up, respectively. No significant change in smoking abstinence was documented.CONCLUSIONSThe TOBg Guidelines for adolescent smokers were well received by prevention practitioners and were feasible to implement in a real-world school setting.

A non-randomised pragmatic trial of a school-based group cognitive-behavioural programme for preventing depression in girls

ABSTRACTThe aim of this study was to investigate the effectiveness of the DISA-programme in preventing depressive symptoms (DS) in adolescent girls, as implemented in a real-world school setting, accounting for baseline socioeconomic and psychosocial factors, and to investigate whether the effects of these baseline variables on DS differed between intervention participants and non-participants. In this non-randomised pragmatic trial, an electronic questionnaire was disseminated in 2011 (baseline) and 2012 (follow-up) in schools in one municipality in northern Sweden. Pupils (total n=275; intervention participants identified in the questionnaire: n=53; non-participants: n=222) were 14–15 years old at baseline. The groups were compared by means of SEM. DISA could not predict differences in DS at follow-up in this real-life setting. In the overall sample, sexual harassment victimisation (SH) at baseline was associated with DS at follow-up and the estimate for SH increased in the DISA-participants compared to the overall sample.

Teachers’ Perceptions of a Fundamental Movement Skill (FMS) Assessment Battery in a School Setting

ABSTRACTFundamental movement skills (FMS) competence is low in adolescent girls. An assessment tool for teachers is needed to monitor FMS in this demographic. The present study explored whether the Canadian Agility and Movement Skill Assessment (CAMSA) is feasible for use by physical education (PE) teachers of Australian Year 7 girls in a school setting. Surveys, focus group interviews, and direct observation of 18 specialist PE teachers investigated teachers’ perceptions of this tool. Results indicated that the CAMSA was usable in a real-world school setting and was considered a promising means to assess FMS in Year 7 girls. However, future iterations may require minor logistical alterations and further training for teachers on how to utilize the assessment data to enhance teaching practice. These considerations could be used to improve future design, application, and training of the CAMSA in school-based PE.

Collaborative School‐Based Obesity Interventions: Lessons Learned From 6 Southern Districts

Although studies have shown that school-based obesity interventions can be effective, little is known about how to translate and implement programs into real-world school settings. Semistructured interviews were conducted in spring 2012 with 19 key informants who participated in a multifaceted childhood obesity intervention involving school nurses and wellness coordinators in 6 school districts and over 100 schools. The intervention changed form according to the needs and interests of the school districts. Despite funding support, schools and nurses had little capacity to address childhood obesity without the help of the coordinator. Initiating programs at the beginning of the school year was particularly difficult for schools. Applying for grants from internal and external sources and assisting with planning and logistics for wellness activities were significant activities of the coordinator. Although some school personnel and families preferred a focus on wellness rather than obesity, those working with individual at-risk children and families found the experience especially gratifying. In contrast to controlled studies, real-world implementation of obesity interventions in schools that are intended to create sustained change requires flexibility in intervention design, timing, and personnel. A single change agent focused on obesity-related activities was essential to success.

SCREENING FOR SUICIDE RISK

I read with great interest the article on screening high-school students for suicide risk by Hallfors et al.1 The suicide prevention program described by Hallfors et al. appeared to be one of the best implemented and managed programs possible. When it failed, the authors looked at organizational factors at the school level to suggest how the program could be better implemented on a more consistent basis. A more likely hypothesis is that this suicide prevention program was not feasible in a real-world school setting and a different approach should be adopted. More than 10 years ago, our research team faced a similar problem when studying homeless youths.2,3 Screening on statistically based risk factors (e.g., past attempts, depression, ideation) would yield statistically based rates of suicide risk of more than 80% among homeless youths. It would not be feasible to base any suicide prevention program on the results of such screening; to do so would require one full-time shelter staff member just to take youths designated as at risk to the emergency room for psychiatric intervention. Screening is feasible only for imminent danger of suicide, not for risk. Screening for risk is likely to identify all adolescents demonstrating multiple problem behaviors, not only those who are likely to attempt suicide. We proposed a screening strategy based on behavioral characteristics incompatible with suicidal behavior: being able to identify positive events and personal attributes, being able to specify situations that would elicit suicidal acts, having a plan for dealing with suicidal feelings, being able to verbalize one’s current mood, being able to identify 3 persons to seek social support from if suicidal feelings arose, and contracting not to engage in suicidal behavior. Screening based on these criteria yielded a much smaller group—only 1.2% of the youths screened were considered at risk and referred for further screening by a backup professional.3 This was a feasible screening strategy. When elegant research programs do not work, it is incumbent on us to consider that our approach may be wrong, not the organization in which we try to mount our programs. Hallfors et al. are a great research team and could address suicide risk with a different strategy.

An Examination of the Relation Between Functional Behavior Assessment and Selected Intervention Strategies With School-Based Teams

Although functional behavior assessment (FBA) is widely advocated as best practice in developing effective behavior intervention plans for students with challenging behaviors, there is no compelling evidence supporting the ability of school-based personnel to use the outcomes of FBA to develop effective interventions. In this study, selected staff members from four elementary schools were trained in how to use the outcomes of an FBA to develop function-based intervention plans. They then formed school-based intervention teams and served as facilitators for a total of 31 cases. The same cases also were distributed to three national FBA experts who selected interventions based on the identified function for each case. The number and type of selected intervention strategies were recorded and analyzed across cases. Comparisons between team and expert intervention strategy selection revealed that school-based personnel in this study were more likely to select punitive and exclusionary strategies, regardless of function. Thus, in real-world school settings, the link between FBA and intervention is far more complex than has been recognized or discussed in the literature. Discussion focuses on possible explanations for the finding that school-based teams tend to gravitate toward more negative and exclusionary strategies, even when mediated by a trained FBA facilitator.

Cost assessment of a school-based mental health screening and treatment program in New York City.

Although school-based mental health screening and treatment programs have been proposed as a viable means of reaching youth with unmet mental health needs, no previous reports have attempted to comprehensively document the costs of such programs. The purposes of this report are (1) to estimate the cost of a school-based mental health screening and treatment program in a real-world school setting, and (2) to outline the methods and procedures that should be employed by future investigators to explore the costs of such programs. The program, located in a middle school in a low-income, largely Hispanic neighborhood in New York City, aimed to screen all students in Grades 6-8 for anxiety, depression, and substance use disorders. Most students in need of treatment were referred to the school-based treatment program, where social workers offered individual and group counseling. Economic evaluation methods and a before/after study design were used to assess the costs of the screening and treatment programs for 3 years of operation. Costs were estimated from the societal perspective, which includes all measurable program costs regardless of who bears the costs, and the school perspective, which includes only costs that would be borne directly by a school operating these programs. Data primarily came from administrative records and staff interviews. The total cost ranged from 106,125 dollars to 172,018 dollars for the screening program and from 420,077 dollars to 468,320 dollars for the treatment program. The cost of the screening program ranged from 149 dollars to 234 dollars per student and the cost of the treatment program ranged from 90 dollars to 115 dollars per session. These costs were estimated from the perspective of society. Applying economic cost analysis methods in a real-world school setting is challenging, but the process can generate useful estimates. Cost analyses and cost-effectiveness studies are needed in this area.