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Study Protocol: Multi-Level Determinants of Implementation and Sustainment in the Education Sector
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McLeod, Bryce D.; Sutherland, Kevin S.; Conroy, Maureen A.; Lyon, Aaron R.; Chapman, Jason E.; Granger, Kristen L.; Saldana, Lisa – Journal of Emotional and Behavioral Disorders, 2023
Evidence-based programs (EBPs) delivered in elementary schools show great promise in reducing risk for emotional and behavioral disorders (EBDs). However, efforts to sustain EBPs in school face barriers. Improving EBP sustainment thus represents a priority, but little research exists to inform the development of sustainment strategies. To address…
Descriptors: Evidence Based Practice, Behavior Disorders, Emotional Disturbances, Elementary School Students
Examining the Correspondence between Teacher- and Observer-Report Treatment Integrity Measures
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McLeod, Bryce D.; Sutherland, Kevin S.; Broda, Michael; Granger, Kristen L.; Cecilione, Jennifer; Cook, Clayton R.; Conroy, Maureen A.; Snyder, Patricia A.; Southam-Gerow, Michael A. – School Mental Health, 2022
Teacher-reported measures of treatment integrity (the extent to which prescribed practices are delivered as intended by teachers) have the potential to support efforts to evaluate and implement evidence-based interventions in early childhood settings. However, self-report treatment integrity measures have shown poor correspondence with…
Descriptors: Fidelity, Early Childhood Teachers, Intervention, Self Evaluation (Individuals)
Examining the Correspondence between Teacher- and Observer-Report Treatment Integrity Measures
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McLeod, Bryce D.; Sutherland, Kevin S.; Broda, Michael; Granger, Kristen L.; Cecilione, Jennifer; Cook, Clayton R.; Conroy, Maureen A.; Snyder, Patricia A.; Southam-Gerow, Michael A. – Grantee Submission, 2021
Teacher-reported measures of treatment integrity (the extent to which prescribed practices are delivered as intended by teachers) have the potential to support efforts to evaluate and implement evidence-based interventions in early childhood settings. However, self-report treatment integrity measures have shown poor correspondence with…
Descriptors: Fidelity, Early Childhood Teachers, Intervention, Self Evaluation (Individuals)
Development and Initial Psychometrics of a Generic Treatment Integrity Measure Designed to Assess Practice Elements Targeting Social, Emotional, and Behavioral Outcomes in Early Childhood Settings
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McLeod, Bryce D.; Sutherland, Kevin S.; Broda, Michael; Granger, Kristen L.; Martinez, Ruben G.; Conroy, Maureen A.; Snyder, Patricia A.; Southam-Gerow, Michael A. – Prevention Science, 2022
Though treatment integrity measurement is important for research intended to promote social and behavioral outcomes of children at risk for emotional and behavioral disorders (EBDs) in early childhood settings, measurement gaps exist in the field. This paper reports on the development and preliminary psychometric assessment of the treatment…
Descriptors: Psychometrics, Measures (Individuals), Fidelity, Integrity
Development and Initial Psychometrics of a Generic Treatment Integrity Measure Designed to Assess Practice Elements Targeting Social, Emotional, and Behavioral Outcomes in Early Childhood Settings
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McLeod, Bryce D.; Sutherland, Kevin S.; Broda, Michael; Granger, Kristen L.; Martinez, Ruben G.; Conroy, Maureen A.; Snyder, Patricia A.; Southam-Gerow, Michael A. – Grantee Submission, 2021
Though treatment integrity measurement is important for research intended to promote social and behavioral outcomes of children at risk for emotional and behavioral disorders (EBDs) in early childhood settings, measurement gaps exist in the field. This paper reports on the development and preliminary psychometric assessment of the treatment…
Descriptors: Psychometrics, Measures (Individuals), Fidelity, Integrity
Adapting an Evidence-Based Early Childhood Tier 2 Program for Early Elementary School
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Sutherland, Kevin S.; Conroy, Maureen A.; McLeod, Bryce D.; Granger, Kristen; Nemer, Shannon L.; Kunemund, Rachel L.; Johnson, Adrienne; Miles, Chimere – Grantee Submission, 2019
Students' early school experiences have a significant and long-term effect on key academic and social/behavioral outcomes. Evidence-based programs that both increase the quantity and quality of positive teacher-student interactions and decrease the frequency of negative teacher-student interactions may be critical for changing negative patterns…
Descriptors: Program Effectiveness, Evidence Based Practice, Risk, Student Experience
Adapting an Evidence-Based Early Childhood Tier 2 Program for Early Elementary School
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Sutherland, Kevin S.; McLeod, Bryce D.; Granger, Kristen; Nemer, Shannon L.; Kunemund, Rachel L.; Conroy, Maureen A.; Johnson, Adrienne; Miles, Chimere – Elementary School Journal, 2019
Students' early school experiences have a significant and long-term effect on key academic and social/behavioral outcomes. Evidence-based programs that both increase the quantity and quality of positive teacher-student interactions and decrease the frequency of negative teacher-student interactions may be critical for changing negative patterns…
Descriptors: Program Effectiveness, Evidence Based Practice, Risk, Student Experience
Common Practice Elements for Improving Social, Emotional, and Behavioral Outcomes of Young Elementary School Students
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Sutherland, Kevin S.; Conroy, Maureen A.; McLeod, Bryce D.; Kunemund, Rachel; McKnight, Kim – Journal of Emotional and Behavioral Disorders, 2019
Improving social, emotional, and behavioral outcomes of students with and at-risk for emotional and behavioral disorders (EBD) remains a challenge for educators, and it has long been noted that teachers do not consistently use effective instructional practices with students with EBD. Identifying evidence-based practices that address the problems…
Descriptors: Emotional Disturbances, Behavior Disorders, At Risk Students, Evidence Based Practice
Common Practice Elements for Improving Social, Emotional, and Behavioral Outcomes of Young Elementary School Students
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Sutherland, Kevin S.; Conroy, Maureen A.; McLeod, Bryce D.; Kunemund, Rachel; McKnight, Kim – Grantee Submission, 2019
Improving social, emotional, and behavioral outcomes of students with and at-risk for emotional and behavioral disorders (EBD) remains a challenge for educators, and it has long been noted that teachers do not consistently use effective instructional practices with students with EBD. Identifying evidence-based practices that address the problems…
Descriptors: Emotional Disturbances, Behavior Disorders, At Risk Students, Evidence Based Practice
Measuring Implementation of Evidence-Based Programs Targeting Young Children at Risk for Emotional/Behavioral Disorders: Conceptual Issues and Recommendations
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Sutherland, Kevin S.; McLeod, Bryce D.; Conroy, Maureen A.; Cox, Julia R. – Grantee Submission, 2013
Young children with and at risk for emotional/behavioral disorders (EBD) present challenges for early childhood teachers. Evidence-based programs designed to address these young children's behavior problems exist, but there are a number of barriers to implementing these programs in early childhood settings. Advancing the science of treatment…
Descriptors: Program Implementation, Emotional Disturbances, Behavior Disorders, At Risk Persons