School-Based Prevention-Evolution of Evidence-Based Strategies

2018 ◽  
pp. 309-331
Author(s):  
Zili Sloboda
Keyword(s):  
Evidence Based ◽  
School Based

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

Interventions for Students with Behavioral Disorders: An International Literature Review

2007 ◽  
Vol 32 (4) ◽  
pp. 267-281 ◽  
Author(s):  
Daniel J. Gulchak ◽  
João A. Lopes
Keyword(s):  
Literature Review ◽  
Behavioral Disorders ◽  
Behavioral Interventions ◽  
Quantitative Research ◽  
Selection Criteria ◽  
Evidence Based ◽  
International Studies ◽  
Effective School ◽  
School Based ◽  
Quantitative Studies

Students with emotional and behavioral disorders (EBD) are found internationally. This systematic literature review identifies interventions conducted on these students. Although the U.S. produces abundant studies on effective school-based academic and behavioral interventions, a search of over 4,000 articles published over 6 years yielded only 11 international studies meeting the selection criteria. Out of 11 qualified studies, 6 reported therapeutic treatments, 8 targeted elementary students, 9 were conducted in self-contained classrooms, and 9 were from the U.K. These findings indicate a paucity of quantitative research determining effectiveness of EBD interventions currently used in schools worldwide. The results indicate that quantitative studies are not the standard of evidence-based practice internationally, and diagnostic criteria and terms used to identify students vary worldwide.

scholarly journals Evidence-based practices of effective fire safety education programming for children

2021 ◽  
Vol 10.47389/36 (No 2) ◽  
pp. 34-41
Author(s):  
Kamarah Pooley ◽  
Sonia Nunez ◽  
Mark Whybro
Keyword(s):  
Fire Safety ◽  
Evidence Based ◽  
Safety Education ◽  
Education Programs ◽  
Evidence Based Practices ◽  
Fire Services ◽  
School Based ◽  
The World ◽  
Evidence Based Guidelines ◽  
Safety Knowledge

School-based fire safety education programs are implemented by fire services organisations around the world to improve children’s fire safety knowledge and skills. Such education is considered the single most modifiable strategy that fire services organisations can implement to reduce the risk that children will misuse fire or be harmed by fire. Despite this, there are no overarching and evidence-based guidelines for the development of new programs or the evaluation and modification of existing ones. To fill this void, a rapid evidence assessment of existing literature was conducted. Results revealed 25 evidence-based practices that held true in a variety of contexts and methodologically diverse studies. These practices inform an empirical framework that can be used to guide fire safety education programs for children.

scholarly journals Bahamas National Implementation Project: Proposal for Sustainability of an Evidence-based HIV Prevention Intervention in a School Setting

10.2196/14816 ◽  
2020 ◽  
Vol 9 (8) ◽  
pp. e14816
Author(s):  
Bo Wang ◽  
Lynette Deveaux ◽  
Sonja Lunn ◽  
Veronica Dinaj-Koci ◽  
Samiran Ghosh ◽  
...  
Keyword(s):  
At Risk ◽  
Hiv Prevention ◽  
Primary Schools ◽  
Implementation Strategies ◽  
Implementation Fidelity ◽  
Prevention Programs ◽  
Evidence Based ◽  
School Based ◽  
National Implementation ◽  
Over Time

Background Sustained implementation of school-based prevention programs is low. Effective strategies are needed to enhance both high-level implementation fidelity and sustainability of prevention programs. Objective This proposed study aims to determine if the provision of either biweekly monitoring and feedback and site-based assistance and mentorship or both to at-risk and moderate-performing teachers with monitoring through an enhanced decision-making platform by the Ministry of Education (MOE) and Ministry of Health (MOH) based on the real-time implementation data will increase national implementation fidelity and result in sustained implementation over time. Methods This study will target government schools including 200 grade 6 teachers in 80 primary schools and 100 junior/middle high school teachers (and their classes) on 12 Bahamian islands. Teacher and school coordinator training will be conducted by the MOE in year 1, followed by an optimization trial among teachers in the capital island. Informed by these results, an implementation intervention will be conducted to train using different levels of educational intensity all at-risk and moderate-performing teachers. Subsequently selected training and implementation strategies will be evaluated for the national implementation of Focus on Youth in the Caribbean and Caribbean Informed Parents and Children Together in years 2 to 5. Results It is hypothesized that a more intensive training and supervision program for at-risk and moderate-performing teachers will enhance their implementation fidelity to the average level of the high-performing group (85%), an HIV prevention program delivered at the national level can be implemented with fidelity in grade 6 and sustained over time (monitored annually), and student outcomes will continue to be highly correlated with implementation fidelity and be sustained over time (assessed annually through grade 9). The proposed study is funded by the National Institute of Child Health and Human Development from August 1, 2018, through May 31, 2023. Conclusions The study will explore several theory-driven implementation strategies to increase sustained teacher implementation fidelity and thereby increase the general public health impact of evidence-based interventions. The proposed project has potential to make significant contributions to advancing school-based HIV prevention research and implementation science and serve as a global model for the Fast Track strategy. International Registered Report Identifier (IRRID) PRR1-10.2196/14816

Suicide

2020 ◽  
pp. 363-380
Author(s):  
Danuta Wasserman ◽  
Marcus Sokolowski ◽  
Vladimir Carli
Keyword(s):  
Suicide Prevention ◽  
Cause Of Death ◽  
Suicidal Behaviour ◽  
Physician Education ◽  
Future Research ◽  
Evidence Based ◽  
Prevention Strategies ◽  
Iatrogenic Effects ◽  
School Based ◽  
Prevention Programmes

Suicide is a leading cause of death and is preventable. This chapter identifies landmark papers from three areas within the field of suicide prevention that are important for trainees, experienced clinicians, and policymakers alike. Firstly, it reviews papers on evidence-based suicide prevention strategies. Physician education, pharmacological and psychotherapy treatments, school-based suicide prevention programmes, and means of suicide restriction are found to be effective in preventing suicidal behaviours. Suicide prevention strategies that require further research on efficacy are identified, along with directions for future research. Secondly, several papers are analysed providing evidence that talking about suicide does not cause iatrogenic effects. Suicide research and prevention should not be hindered due to unsubstantiated concerns. Lastly, a paper discussing the genetics of suicidal behaviour provides an understanding of the diathesis of suicide. These landmark papers highlight the importance of suicide prevention and inform future research.

Overview

2017 ◽  
pp. 1-9
Author(s):  
Dana D. Marchese ◽  
Kimberly D. Becker ◽  
Jennifer P. Keperling ◽  
Celene E. Domitrovich ◽  
Wendy M. Reinke ◽  
...  
Keyword(s):  
Prevention Program ◽  
Prevention Programs ◽  
Good Behavior Game ◽  
Evidence Based ◽  
Personalized Feedback ◽  
Coaching Model ◽  
School Based ◽  
Coaching Strategies ◽  
Planning Action

Chapter 1 provides a rationale for the use of prevention programs in schools, the benefits of a school-based prevention program, and a description of two of the most widely disseminated, evidence-based universal school-based preventive interventions: the PATHS Curriculum and the PAX Good Behavior Game. The importance of coaching in obtaining quality implementation of prevention programs is discussed. In addition, an overview of the PATHS to PAX Coaching Model is provided based on research and theory in the literature. Also described are coaching strategies, including building positive relationships, modeling, observing, providing personalized feedback, discussing barriers, and planning action items.

Knowledge of Evidence-Based Practices and Frequency of Selection Among School-Based Professionals of Students With Autism

2020 ◽  
pp. 002246692095868
Author(s):  
Kristi L. Morin ◽  
Ann Sam ◽  
Brianne Tomaszewski ◽  
Victoria Waters ◽  
Samuel L. Odom
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Large Scale ◽  
Descriptive Statistics ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Learning Modules ◽  
School Based ◽  
Students With Autism ◽  
Selection Of

Autism Focused Intervention Resources and Modules (AFIRM) are a set of self-paced, online learning modules designed to disseminate information about the 27 evidence-based practices identified through a large-scale review of focused intervention practices for individuals with autism. In this study, we used descriptive statistics and an analysis of variance to analyze more than 67,000 pre-tests completed by over 22,000 school-based AFIRM users to determine whether there are differences by occupation in the (a) selection of evidence-based practices, (b) knowledge of evidence-based practices, and (c) average number of evidence-based practices selected. Results reveal statistically significant differences between groups and have implications for providers and administrators responsible for designing and delivering professional development for school-based professionals working with students with autism.

Common practice elements of school-based trauma interventions for children and adolescents exhibiting symptoms of post-traumatic stress disorder: a systematic review

2020 ◽  
Vol 30 (2) ◽  
pp. 112-128
Author(s):  
Georgina du Mello Kenyon ◽  
Jim Schirmer
Keyword(s):  
Post Traumatic Stress Disorder ◽  
Traumatic Stress ◽  
Stress Disorder ◽  
Meta Analysis ◽  
Skills Training ◽  
Evidence Based ◽  
Post Traumatic Stress ◽  
Practice Elements ◽  
School Based ◽  
Post Traumatic

AbstractThe prevalence of post-traumatic stress disorder symptoms in children and adolescents requires school psychologists and counsellors to be informed of evidence-based elements of interventions through which they can tailor their treatment to the individual in a school context. This meta-analysis identified common practice elements within evidence-based trauma interventions for schools. A small to medium effect size was identified in the 10 randomised controlled trials (RCTs) included in this meta-analysis. Within these RCTs, 31 common practice elements were identified, with social skills training, coping skills training, relaxation techniques, psychoeducation, mind-body techniques, group work and creative-expressive techniques correlating with the most effective outcomes. The findings suggest that common practice elements exist across multiple school-based trauma interventions of varying modalities.

A Mixed-Methods Approach for Embedding Cost Analysis Within Fidelity Assessment in School-Based Programs

2020 ◽  
pp. 019874292094485
Author(s):  
Catherine P. Bradshaw ◽  
Katrina J. Debnam ◽  
Daniel Player ◽  
Brooks Bowden ◽  
Sarah Lindstrom Johnson
Keyword(s):  
Mixed Methods ◽  
Behavioral Interventions ◽  
Case Illustration ◽  
Evidence Based ◽  
Multiple Sources ◽  
Potential Cost ◽  
School Based ◽  
Fidelity Assessment ◽  
The Cost ◽  
Fidelity Implementation

This mixed-methods study describes a framework for conducting cost analyses of school-based programs leveraging fidelity data and applying the ingredients method. We illustrate this approach by applying it to Positive Behavioral Interventions and Supports (PBIS), drawing on multiple sources of data from a sample of 77 schools that were trained in PBIS. We concluded that the average per school cost of PBIS was US$53,216.00 (median = US$36,698), with an average per-pupil cost of US$90.00 (median = US$58.00), which is considerably less than other school-based prevention models. The cost did, however, differ by implementation level, such that high-fidelity implementation tended to cost more than low-fidelity implementation. We provide a case illustration to elucidate some of the cost drivers of PBIS implementation. Specifically, these data highlight the variability in the amount of training and coaching by the specific evidence-based program implemented within the tiered PBIS framework. Through this case illustration, we demonstrate the utility of tracking costs of school-based program within the context of fidelity data collection. The findings also suggest the potential cost savings of PBIS, both when compared with other evidence-based interventions as well as the known costs of negative school outcomes like dropout.

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