Evaluation of a Comprehensive Assessment-Based Intervention for Secondary Students with Social, Emotional, and Behavioral Problems

Autor/inn/en	Kern, Lee; Evans, Steven W.; Lewis, Timothy J.; State, Talida M.; Mehta, Paras D.; Weist, Mark D.; Wills, Howard P.; Gage, Nicholas A.
Titel	Evaluation of a Comprehensive Assessment-Based Intervention for Secondary Students with Social, Emotional, and Behavioral Problems
Quelle	In: Journal of Emotional and Behavioral Disorders, 29 (2021) 1, S.44-55 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-4799
DOI	10.1177/1063426620902721
Schlagwörter	Emotional Disturbances; Behavior Problems; Evidence Based Practice; Intervention; High School Students; Comparative Analysis; Low Achievement; Measures (Individuals); Interpersonal Competence; Teacher Attitudes; Mental Health; School Health Services; Achievement Tests; Child Behavior; Rating Scales; Anxiety; Depression (Psychology); Mentors; Study Skills; Learning Strategies; Teacher Student Relationship; Academic Accommodations (Disabilities); Learning Problems; Kansas; Missouri; Pennsylvania; Ohio; South Carolina; Woodcock Johnson Tests of Achievement; Behavior Assessment System for Children + Suchen Sie Ihr Suchwort? Gefühlsstörung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterdurchschnittliche Leistung; Messdaten; Interpersonale Kompetenz; Lehrerverhalten; Psychohygiene; Schuleingangsuntersuchung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Rating-Skala; Angst; Studientechnik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernproblem
Abstract	Despite a high dropout rate and poor educational and posteducational outcomes, limited evidence-based practices have been validated with students at the high school level who have emotional and behavioral problems. The purpose of this study was to evaluate the impact of a multitreatment, assessment-based intervention package. Participants were 647 high-school-age students with both emotional/behavioral problems and impairment in school functioning. Using a randomized controlled trial, the intervention group showed significantly fewer disruptions, measured using direct observation. No significant differences were found in directly observed engagement or on standardized measures. However, in general, interventions were implemented with low frequency. Dosage effects were examined for classroom interventions and a social skills intervention (Interpersonal Skills Group [ISG]). Results indicated a dosage effect for ISG, reflected in standardized measures. Although implementation was low, teachers and staff rated practices that they implemented highly favorably. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01