The Psychoeducational Evaluation

Mapping Intimacies ◽

10.1093/med/9780195383997.003.0008 ◽

2017 ◽

Author(s):

Carleen Franz ◽

Lee Ascherman ◽

Julia Shaftel

Keyword(s):

Social Skills ◽

Executive Functions ◽

Standardized Tests ◽

Rating Scales ◽

Evaluation Process ◽

Multiple Sources ◽

Entire Process ◽

Multiple Viewpoints ◽

School Based ◽

Independent Evaluation

This chapter describes the content and procedures of a comprehensive psychoeducational evaluation. Components include the referral question, review of records, history, observation, and assessment. Rating scales, standardized tests, and interviews make up the assessment portion of the evaluation process. The entire process must use multiple measures and assess multiple viewpoints and settings. Cognitive, academic, behavioral, social skills, and executive functions may be included in the assessment. A thorough integration of the findings from multiple sources must be accomplished to reach meaningful diagnostic conclusions and determine relevant recommendations. IDEA requirements for school-based evaluation processes are explained and contrasted with independent evaluation methods.

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Agreeableness, Conflict Resolution Tactics, and School Behavior in Second Graders

Journal of Individual Differences ◽

10.1027/1614-0001/a000199 ◽

2016 ◽

Vol 37 (3) ◽

pp. 145-151 ◽

Cited By ~ 2

Author(s):

Daniel L. Gadke ◽

Renée M. Tobin ◽

W. Joel Schneider

Keyword(s):

Conflict Resolution ◽

Problem Behaviors ◽

Second Graders ◽

Adaptive Behaviors ◽

Second Grade ◽

School Behavior ◽

Multiple Sources ◽

School Based ◽

Second Grade Students ◽

Negotiation Tactics

Abstract. This study examined the association between Agreeableness and children’s selection of conflict resolution tactics and their overt behaviors at school. A total of 157 second graders responded to a series of conflict resolution vignettes and were observed three times during physical education classes at school. We hypothesized that Agreeableness would be inversely related to the endorsement of power assertion tactics and to displays of problem behaviors, and positively related to the endorsement of negotiation tactics and to displays of adaptive behaviors. Consistent with hypotheses, Agreeableness was inversely related to power assertion tactics and to displays of off-task, disruptive, and verbally aggressive behaviors. There was no evidence that Agreeableness was related to more socially sophisticated responses to conflict, such as negotiation, with our sample of second grade students; however, it was related to displays of adaptive behaviors, specifically on-task behaviors. Limitations, including potential reactivity effects and the restriction of observational data collection to one school-based setting, are discussed. Future researchers are encouraged to collect data from multiple sources in more than one setting over time.

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School-Based Intervention for Social Skills in Children From Divorced Families

PsycEXTRA Dataset ◽

10.1037/e553052014-001 ◽

2014 ◽

Author(s):

Melissa A. Bray ◽

Sevan Angacian ◽

Thomas Kehle

Keyword(s):

Social Skills ◽

Divorced Families ◽

School Based Intervention ◽

School Based

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School-based social skills training for preschool-age children with autism spectrum disorder

Autism ◽

10.1177/1362361315617361 ◽

2016 ◽

Vol 20 (8) ◽

pp. 938-951 ◽

Cited By ~ 8

Author(s):

Keith C Radley ◽

Jeanine Hanglein ◽

Marisa Arak

Keyword(s):

Autism Spectrum Disorder ◽

Social Skills ◽

Social Skills Training ◽

Children With Autism ◽

Skills Training ◽

Autism Spectrum ◽

Preschool Age ◽

Spectrum Disorder ◽

School Based ◽

Preschool Age Children

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Social Skills Assessment: A Comparative Evaluation of Six Published Rating Scales

School Psychology Review ◽

10.1080/02796015.1995.12085793 ◽

1995 ◽

Vol 24 (4) ◽

pp. 648-671 ◽

Cited By ~ 16

Author(s):

Michelle K. Demaray ◽

Stacey L. Ruffalo ◽

John Carlson ◽

R. T. Busse ◽

Amy E. Olson ◽

...

Keyword(s):

Social Skills ◽

Comparative Evaluation ◽

Rating Scales ◽

Skills Assessment ◽

Social Skills Assessment

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Examination of the relationship between parental behaviors and executive functions-social skills of typically developed children

Journal of the Neurological Sciences ◽

10.1016/j.jns.2021.119226 ◽

2021 ◽

Vol 429 ◽

pp. 119226

Author(s):

Gokcen Akyurek ◽

Büşra Sipahi

Keyword(s):

Social Skills ◽

Executive Functions ◽

Parental Behaviors ◽

The Relationship

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A Systematic Evaluation of a Soccer Club's College Advisory Program

Advances in Human Resources Management and Organizational Development - Cases on Human Performance Improvement Technologies ◽

10.4018/978-1-4666-8330-3.ch009 ◽

2015 ◽

pp. 211-243

Author(s):

Seung Youn (Yonnie) Chyung ◽

Stacey E. Olachea ◽

Colleen Olson ◽

Ben Davis

Keyword(s):

Formative Evaluation ◽

Opportunity To Learn ◽

Evaluation Process ◽

Systematic Evaluation ◽

Multiple Sources ◽

Advisory Program ◽

Evaluation Team ◽

Five Dimensions ◽

External Evaluators

The College Advisory Program offered by Total Vision Soccer Club aims at providing young players with the opportunity to learn how to navigate the collegiate recruiting process, market themselves to college coaches, and increase their exposure to potential colleges and universities. A team of external evaluators (authors of this chapter) conducted a formative evaluation to determine what the program needs to do to reach its goal. By following a systemic evaluation process, the evaluation team investigated five dimensions of the program and collected data by reviewing various program materials and conducting surveys and interviews with players and their parents, upstream stakeholders, and downstream impactees. By triangulating the multiple sources of data, the team drew a conclusion that most program dimensions were rated as mediocre although the program had several strengths. The team provided evidence-based recommendations for improving the quality of the program.

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The Importance of Assessment in Supporting Bereaved Students

Supporting Bereaved Students at School ◽

10.1093/med:psych/9780190606893.003.0004 ◽

2017 ◽

pp. 38-51

Author(s):

Catherine B. Woahn ◽

Benjamin S. Fernandez

Keyword(s):

Mental Health ◽

Individual Differences ◽

Rating Scales ◽

Mental Health Practitioners ◽

Structured Interviews ◽

Grieving Process ◽

School Based ◽

Health Practitioners ◽

Tiered Support ◽

Over Time

This chapter provides a framework allowing school-based mental health practitioners to assess and track characteristics of grief in bereaved students. Several types of assessments and tools (observations, structured interviews, and a range of rating scales) are discussed as a part of a three-tiered support framework to assess and monitor student progress over time. Current approaches to assisting bereaved students vary widely and may over-serve or under-serve students based on limited understanding of grief. There are also individual differences in the grieving process. School-based professionals must conduct assessments that enable them to identify individual needs and potential symptoms of complicated grief that may affect a child’s functioning at school.

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

Behavioral Disorders ◽

10.1177/0198742920944850 ◽

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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