Supporting Successful Interventions in Schools

Tools to Plan, Evaluate, and Sustain Effective Implementation
1. Auflage 2019
ISBN: 978-1-4625-3773-0
Verlag: Guilford Publications

Buch, Englisch, 274 Seiten, Format (B × H): 204 mm x 264 mm, Gewicht: 605 g

Reihe: The Guilford Practical Intervention in the Schools Series

Evidence-based interventions benefit learners only when they are implemented fully. Yet many educators struggle with successful implementation. This unique book gives practitioners a research-based framework for working with PreK-12 educators to support the effective delivery of academic, behavioral, and social–emotional interventions. Step-by-step procedures are presented for assessing existing implementation efforts and using a menu of support strategies to promote intervention fidelity. In a large-size format for easy photocopying, the book includes 28 reproducible worksheets, strategy guides, and fidelity assessment tools. Purchasers get access to a Web page where they can download and print the reproducible materials.

This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Sanetti, Lisa M Hagermoser

Collier-Meek, Melissa A

Fachgebiete

• Sozialwissenschaften Psychologie Psychotherapie / Klinische Psychologie Kinder- und Jugendlichenpsychotherapie

Inhaltsverzeichnis

I. Fundamentals
1. Introduction to Intervention Implementation
2. Overview of Implementation Support and Evaluation within a Problem-Solving Model
II. Evaluation of Intervention Fidelity and Learner Outcomes
3. Intervention Fidelity Data Collection
4. Data-Based Decision Making: Considering Intervention Fidelity and Learner Outcomes Data
III. Implementation Support Strategies
5. Implementation Planning
6. Direct Training
7. Participant Modeling and Role Play
8. Self-Monitoring
9. Motivational Interviewing
10. Performance Feedback
IV. Putting It All Together
11. Managing Implementation Supports to Improve Student Achievement, with Ashley M. Boyle
References
Index

Über Autor(innen)

Lisa M. Hagermoser Sanetti, PhD, BCBA, is Professor of School Psychology in the Department of Educational Psychology at the Neag School of Education, University of Connecticut. She is Co-Director of the Sustain Collaborative, which conducts research and shares resources to support educators and administrators to implement effective practices and maximize positive student outcomes. Dr. Sanetti is a Board Certified Behavior Analyst. She is a fellow of Division 16 of the American Psychological Association, from which she received both the Lightner Witmer and Thomas Oakland Awards for her scholarship in school psychology. Dr. Sanetti is also an inducted member of the Society for the Study of School Psychology. She is the author of over 100 journal articles and book chapters, as well as an edited collection on intervention fidelity, and has made over 200 professional presentations.

Melissa A. Collier-Meek, PhD, BCBA, is Associate Professor of School Psychology in the Department of Health Studies and Applied Educational Psychology at Teachers College, Columbia University. She is Co-Director of the Sustain Collaborative, which conducts research and shares resources to support educators and administrators to implement effective practices and promote student behavioral and academic outcomes. Dr. Collier-Meek is a Board Certified Behavior Analyst. She is a recipient of the Lightner Witmer Award for early-career scholarship in school psychology from Division 16 of the American Psychological Association and is an inducted member of the Society for the Study of School Psychology. Dr. Collier-Meek is the author of over 70 journal articles and book chapters and has made over 150 professional presentations.