Teacher Progress Monitoring of Instructional and Behavioral Management Practices: An Evidence-Based Approach to Improving Classroom Practices

2014 ◽  
Vol 2 (2) ◽  
pp. 71-84 ◽  
Author(s):  
Linda A. Reddy ◽  
Christopher M. Dudek
Keyword(s):  
Management Practices ◽  
Progress Monitoring ◽  
Classroom Practices ◽  
Evidence Based ◽  
Behavioral Management

Bridging the Gap: Classroom Strategies Assessment System–Observer Form

2017 ◽  
Vol 44 (2) ◽  
pp. 120-122
Author(s):  
Ryan J. Kettler ◽  
Linda A. Reddy ◽  
Todd A. Glover ◽  
Alexander Kurz
Keyword(s):  
Management Practices ◽  
Rating Scales ◽  
Classroom Practices ◽  
Reliability And Validity ◽  
Assessment System ◽  
Validity Evidence ◽  
Behavioral Management ◽  
Classroom Strategies ◽  
Direct Observations ◽  
Development Interventions

The Classroom Strategies Assessment System–Observer Form (CSAS-O) is a classroom observational system that combines direct observations and rating scales to assess teacher instructional and behavioral management practices, inform goals, plan professional development interventions, and monitor progress. CSAS-O Strategy Rating Scales yield scores indicating the discrepancy between the frequency with which observed teachers use evidence-based strategies and the recommended frequency with which they should use strategies during specific lessons. An illustrative example is provided along with a summary of reliability and validity evidence. Dudek, Reddy, Lekwa, & Hua write about Improving Universal Classroom Practices through Teacher Formative Assessment and Coaching using the CSAS-O in the current issue.

Collaboration Consequences: New Public Management and Police-Academic Partnerships

2021 ◽  
pp. 193672442098437
Author(s):  
Carrie B. Sanders ◽  
Debra Langan
Keyword(s):  
Policy Development ◽  
Public Management ◽  
Management Practices ◽  
New Public Management ◽  
Evidence Based ◽  
Organizational Contexts ◽  
Police Services ◽  
New Public ◽  
Academic Partnerships ◽  
Institutional Strategies

With increasing pressure on public organizations to demonstrate accountability, police services and public universities are being tasked with demonstrating how their institutional strategies are effective and economically efficient. In this paper, we draw on our own research collaborations with two different Canadian police services (Bluewater and Greenfield) on a similar community crime prevention strategy, Situation Tables. We illustrate how new public management practices are embedded in the political, economic, and organizational contexts that have inspired police-academic partnerships and invigorated the evidence-based policing movement in Canada. Our analysis illustrates how our partnerships were influenced by the performance strand of new public management that prioritizes the quantification of measures of outputs over qualitative evaluations of impact. We argue that these practices, if not interrogated, can jeopardize the integrity of evidence-based practice and policy development. Academic freedom must be retained when partnering with the police to ensure an examination of the implications of police practices.

scholarly journals Exploring the impact of a decision support algorithm to improve clinicians’ chemotherapy-induced peripheral neuropathy assessment and management practices: a two-phase, longitudinal study

BMC Cancer ◽  
2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Robert Knoerl ◽  
Emanuele Mazzola ◽  
Fangxin Hong ◽  
Elahe Salehi ◽  
Nadine McCleary ◽  
...  
Keyword(s):  
Decision Support ◽  
Peripheral Neuropathy ◽  
Management Practices ◽  
Management Strategies ◽  
Clinic Visit ◽  
Evidence Based ◽  
Two Phase ◽  
Assessment Index ◽  
Patient Reported ◽  
The Impact

Abstract Background Chemotherapy-induced peripheral neuropathy (CIPN) negatively affects physical function and chemotherapy dosing, yet, clinicians infrequently document CIPN assessment and/or adhere to evidence-based CIPN management in practice. The primary aims of this two-phase, pre-posttest study were to explore the impact of a CIPN clinician decision support algorithm on clinicians’ frequency of CIPN assessment documentation and adherence to evidence-based management. Methods One hundred sixty-two patients receiving neurotoxic chemotherapy (e.g., taxanes, platinums, or bortezomib) answered patient-reported outcome measures on CIPN severity and interference prior to three clinic visits at breast, gastrointestinal, or multiple myeloma outpatient clinics (n = 81 usual care phase [UCP], n = 81 algorithm phase [AP]). During the AP, study staff delivered a copy of the CIPN assessment and management algorithm to clinicians (N = 53) prior to each clinic visit. Changes in clinicians’ CIPN assessment documentation (i.e., index of numbness, tingling, and/or CIPN pain documentation) and adherence to evidence-based management at the third clinic visit were compared between the AP and UCP using Pearson’s chi-squared test. Results Clinicians’ frequency of adherence to evidence-based CIPN management was higher in the AP (29/52 [56%]) than the UCP (20/46 [43%]), but the change was not statistically significant (p = 0.31). There were no improvements in clinicians’ CIPN assessment frequency during the AP (assessment index = 0.5440) in comparison to during the UCP (assessment index = 0.6468). Conclusions Implementation of a clinician-decision support algorithm did not significantly improve clinicians’ CIPN assessment documentation or adherence to evidence-based management. Further research is needed to develop theory-based implementation interventions to bolster the frequency of CIPN assessment and use of evidence-based management strategies in practice. Trial registration ClinicalTrials.Gov, NCT03514680. Registered 21 April 2018.

Increasing In-Service Teacher Implementation of Classroom Management Practices Through Consultation, Implementation Planning, and Participant Modeling

2017 ◽  
Vol 20 (1) ◽  
pp. 43-59 ◽  
Author(s):  
Lisa M. Hagermoser Sanetti ◽  
Kathleen M. Williamson ◽  
Anna C. J. Long ◽  
Thomas R. Kratochwill
Keyword(s):  
Classroom Management ◽  
Disruptive Behavior ◽  
Management Practices ◽  
Implementation Fidelity ◽  
Future Research ◽  
Evidence Based ◽  
Baseline Design ◽  
Implementation Planning

Numerous evidence-based classroom management strategies to prevent and respond to problem behavior have been identified, but research consistently indicates teachers rarely implement them with sufficient implementation fidelity. The purpose of this study was to evaluate the effectiveness of implementation planning, a strategy involving logistical intervention implementation planning and identification of implementation barriers, and participant modeling, a strategy involving didactic and in vivo intervention training, on teachers’ implementation of an evidence-based classroom management plan. A randomized multiple treatment embedded within a multiple baseline design across participants was used to assess (a) teachers’ adherence to the classroom management plans and quality of implementation and (b) student disruptive behavior in the classroom immediately and at follow-up. Results indicated that teachers’ adherence and quality increased with both implementation planning and participant modeling, but these improvements were not fully maintained at 1- and 2-month follow-up. A similar pattern in student disruptive behavior was also observed. These findings highlight the need for ongoing implementation support for behavioral interventions in schools. Implications for future research and practice are discussed.

scholarly journals When Will He Talk? An Evidence-Based Tutorial for Measuring Progress Toward Use of Spoken Words in Preverbal Children With Autism Spectrum Disorder

2021 ◽  
Vol 30 (1) ◽  
pp. 1-18
Author(s):  
Jena McDaniel ◽  
C. Melanie Schuele
Keyword(s):  
Autism Spectrum Disorder ◽  
Progress Monitoring ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Therapeutic Setting ◽  
Children With Asd ◽  
Spoken Words ◽  
Sampling Procedures

Purpose Professionals face substantial challenges determining whether and when children with autism spectrum disorder (ASD) who are not yet using spoken words will use spoken language as their primary means of communication. This tutorial provides speech-language pathologists with practical guidance on how to measure expressive language predictors for progress monitoring and making intervention decisions for children with ASD who are preverbal. Method This tutorial is a repackaging effort that seeks to make the research accessible to clinicians wishing to implement evidence-based practice. Results We describe intentional communication, consonant inventory in communication acts, and responding to joint attention as particularly valuable prelinguistic skills to measure. We explain how and when to efficiently assess progress using published assessments periodically and using brief (5-min) communication samples for more frequent progress monitoring. Conclusions Communication samples can be used to show how a child performs within a therapeutic setting during teaching (treatment data) and outside of the therapeutic setting (generalization probe data). Both types of data are critical for determining whether the child is exhibiting progress and which aspects of intervention are facilitating progress toward use of spoken words. These recommendations also balance the evidence for best practices for progress monitoring and the demands on clinicians' time and effort. To encourage the measurement of prelinguistic skills of children with ASD who are preverbal in clinical practice, we include (a) example data collection documents, (b) examples with hypothetical data and interpretation, and (c) guidance on communication sampling procedures. Supplemental Material https://doi.org/10.23641/asha.13557836

Specific Learning Disabilities

2016 ◽  
pp. 170-205
Author(s):  
George Uduigwome
Keyword(s):  
Learning Disabilities ◽  
Early Intervention ◽  
Progress Monitoring ◽  
Learning Experience ◽  
Specific Learning Disabilities ◽  
Evidence Based ◽  
Students With Learning Disabilities ◽  
Systematic Instruction ◽  
Associated Conditions ◽  
Specific Learning

This chapter discusses best practices in providing supports for students diagnosed with reading (dyslexia), writing (dysgraphia), and spelling (dysorthographia) deficits. It examines some impacts of these and associated conditions on learning. The recommended strategies for leveraging learning for the identified population are all evidence-based. Per the author, early intervention is key to providing students with learning disabilities a meaningful learning experience. An early intervention involves the use of multiple measures to diagnose a student's present level of performance primarily with a view to finding strengths (Strengths can be used to mitigate deficits) and learning gaps, utilizing evidence-based systematic instruction delivered with treatment fidelity, and an ongoing progress monitoring.

Theory-informed approaches to translating pain evidence into practice

2013 ◽  
pp. 633-641
Author(s):  
Janet Yamada ◽  
Alison M. Hutchinson
Keyword(s):  
Chronic Pain ◽  
Pain Assessment ◽  
Organizational Context ◽  
Management Practices ◽  
Management Strategies ◽  
Practice Change ◽  
Evidence Based ◽  
Individual Behaviour ◽  
Practice Gap ◽  
Implementing Strategies

Despite great strides in evidence-based pain assessment and management strategies, infants and children still experience acute pain (including multiple painful procedures) and chronic pain during hospitalization. Translating best evidence on pain assessment and management into clinical practice remains a challenge. The knowledge- or evidence-to-practice gap in pain in children can be addressed by implementing strategies, underpinned by knowledge translation theories, frameworks, and models, to promote and sustain practice change. A range of factors related to the organizational context and individual behaviour play a role in the adoption of new pain assessment and management practices.

Evidence-Based Decision Making to Underpin the Thresholds in New Zealand's Craft Risk Management Standard: Biofouling on Vessels Arriving to New Zealand

2017 ◽  
Vol 51 (2) ◽  
pp. 76-88 ◽  
Author(s):  
Eugene Georgiades ◽  
Daniel Kluza
Keyword(s):  
Risk Management ◽  
New Zealand ◽  
Best Management Practices ◽  
Management Practices ◽  
Marine Species ◽  
Evidence Based ◽  
Management Standard ◽  
Antifouling Coatings ◽  
Slime Layer ◽  
Taxonomic Groups

AbstractVessel biofouling is a significant pathway for the introduction of nonindigenous marine species (NIMS). New Zealand is the first nation to regulate the vessel biofouling pathway, with controls scheduled to come into force in May 2018. The Craft Risk Management Standard (CRMS): Biofouling on Vessels Arriving to New Zealand specifies the hull fouling thresholds that vessels must meet; and here, we present the evidence-based decisions that underpin these thresholds.Under the CRMS, a vessel must arrive in New Zealand with a “clean hull,” the thresholds for which are governed by the intended duration of a vessel's stay in New Zealand. For example, long-stay (≥21 days) vessels must meet a more stringent standard of hull cleanliness due to the increased likelihood of release and establishment of NIMS. While setting a clean hull threshold at “slime layer only” can be tractable when vessels operate within the specifications of antifouling coatings, incidental amounts of macrofouling can establish even under the best management practices. Because of such instances, the thresholds within the CRMS were designed to allow for the presence of some macrofouling species, albeit with restrictions to minimize biosecurity risk. These thresholds are intended to limit species richness and to prevent successful reproduction and settlement of the allowed taxonomic groups while considering the practicality and feasibility of implementation.The difficulties of managing biofouling on different areas of the hull are acknowledged within these thresholds. For example, a greater tolerance of macrofouling has been allowed for niche areas due to the difficulties in preventing biofouling on these areas.

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