| Title: |
Evaluation of a Comprehensive Assessment-Based Intervention for Secondary Students with Social, Emotional, and Behavioral Problems |
| Language: |
English |
| Authors: |
Kern, Lee; Evans, Steven W.; Lewis, Timothy J.; State, Talida M.; Mehta, Paras D.; Weist, Mark D.; Wills, Howard P.; Gage, Nicholas A. |
| Source: |
Journal of Emotional and Behavioral Disorders. Mar 2021 29(1):44-55. |
| Availability: |
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
12 |
| Publication Date: |
2021 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R324C080006 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
High Schools; Secondary Education |
| Descriptors: |
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 |
| Geographic Terms: |
Kansas; Missouri; Pennsylvania; Ohio; South Carolina |
| Assessment and Survey Identifiers: |
Woodcock Johnson Tests of Achievement; Behavior Assessment System for Children |
| DOI: |
10.1177/1063426620902721 |
| ISSN: |
1538-4799 |
| 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. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2021 |
| Accession Number: |
EJ1286305 |
| Database: |
ERIC |