المؤلفون: Duong, Mylien T. (ORCID 0000-0001-9648-3518), Pullmann, Michael D., Buntain-Ricklefs, Joanne, Lee, Kristine, Benjamin, Katherine S., Nguyen, Lillian, Cook, Clayton R.

المصدر: School Psychology. Mar 2019 34(2):212-221.

Peer Reviewed: Y

Page Count: 10

Sponsoring Agency: Institute of Education Sciences (ED)

Descriptors: Faculty Development, Middle School Teachers, Teacher Student Relationship, Secondary School Students, Behavior Problems, Classroom Techniques, Teacher Attitudes, Evaluators, Behavior Change, Randomized Controlled Trials, Learner Engagement, Academic Achievement, Educational Strategies, Intervention, Rating Scales, Measures (Individuals), Positive Behavior Supports

Assessment and Survey Identifiers: Student Teacher Relationship Scale

مستخلص: Despite research demonstrating the importance of student-teacher relationships for student functioning, little is known about strategies to enhance such relationships, particularly in secondary school. The current study examined effects of a professional development for middle school teachers on the Establish-Maintain-Restore (EMR) approach. EMR aims to enhance teachers' skills in cultivating relationships with students and involves brief training (3 hr) and ongoing implementation supports. In a randomized controlled trial, 20 teachers and 190 students were assigned to EMR or control. Observers rated academically engaged time and disruptive behavior, and teachers reported on relationship quality. Multilevel models showed that EMR resulted in significant improvements in student-teacher relationships (Hedge's g = 0.61, 95% CI [0.21, 1.02]), academically engaged time (g = 0.81, 95% CI [0.01, 1.63]), and disruptive behavior (g = 1.07, 95% CI [0.01, 2.16]). Results indicate potential promise for EMR.

Abstractor: As Provided

IES Funded: Yes

المؤلفون: Miller, Faith G., Chafouleas, Sandra M., Welsh, Megan E., Riley-Tillman, T. Chris, Fabiano, Gregory A.

المصدر: School Psychology. Jan 2019 34(1):43-53.

Peer Reviewed: Y

Page Count: 11

Sponsoring Agency: Institute of Education Sciences (ED)

Descriptors: Emotional Disturbances, Behavior Problems, Identification, Screening Tests, Intervention, Interpersonal Competence, At Risk Students, Educational Environment, Rating Scales, Behavior Rating Scales, Child Behavior, Correlation, Incidence, Middle School Teachers, Middle School Students, Elementary School Students, Elementary School Teachers

Assessment and Survey Identifiers: Behavioral and Emotional Rating Scale, Behavior Assessment System for Children

مستخلص: Responsive service delivery frameworks rely on the use of screening approaches to identify students in need of support and to guide subsequent assessment and intervention efforts. However, limited empirical investigations have been directed to informing how often screening should occur for social, emotional, and behavioral difficulties in school settings. The purpose of the current study was to evaluate the stability of risk status on 3 different screening instruments across 3 administrations across the course of a school year. A total of 1,594 students had complete screening data across 3 time points, corresponding to a total of 187 teachers from 22 different public schools located within the northeastern and midwestern United States. Across measures, we examined patterns of risk across time points and investigated the utility of (a) different screening schedules (fall, winter, and spring) and (b) borderline screening when conducting multiple screenings per year. Results indicated that a large proportion of students exhibited stable risk patterns across time points and suggested that borderline screening may be a viable alternative for schools with limited resources. Implications for practice and future research are discussed.

Abstractor: As Provided

IES Funded: Yes