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Reinke, Wendy M.; Herman, Keith C.; Thompson, Aaron; Copeland, Christa; McCall, Chynna S.; Holmes, Shannon; Owens, Sarah A. – Grantee Submission, 2021
Many youth experience mental health problems. Schools are an ideal setting to identify, prevent, and intervene in these problems. The purpose of this study was to investigate patterns of student social, emotional, and behavioral risk over time among a community sample of 3rd through 12th grade students and the association of these risk patterns…
Descriptors: Mental Disorders, Models, Mental Health, Prevention
Holmes, Shannon R.; Thompson, Aaron M.; Herman, Keith C.; Reinke, Wendy M. – Grantee Submission, 2021
Interventions for youth are often studied in school settings, yet there are barriers that hinder schools from actively participating in the research studies. To ensure interventions are studied in the context they are intended for, adopted in a timely manner, and regularly used in practice as designed, researchers can conduct studies in a manner…
Descriptors: Intervention, Program Development, Fidelity, Self Evaluation (Individuals)
Reinke, Wendy M.; Thompson, Aaron; Herman, Keith C.; Holmes, Shannon; Owens, Sarah; Cohen, Dan; Tanner-Jones, Lou Ann; Henry, Lauren; Green, Ambra; Copeland, Christa – School Mental Health, 2018
This paper describes a school-based mental health model for identifying, intervening, and referring students who are at risk for, or are exhibiting, mental health problems. This paper describes the County Schools Mental Health Coalition as a model for improving mental health outcomes for youth. The County Schools Mental Health Coalition, referred…
Descriptors: Partnerships in Education, Mental Health Programs, School Health Services, Counties
Improving Teacher Perceptions of Parent Involvement Patterns: Findings from a Group Randomized Trial
Herman, Keith C.; Reinke, Wendy M. – Grantee Submission, 2017
For children with the most serious and persistent academic and behavior problems, parent involvement in education, particularly teacher perceptions of involvement, is essential to avert their expected long-term negative outcomes. Despite the widespread interest in and perceived importance of parent involvement in education, however, few…
Descriptors: Teacher Attitudes, Parent Participation, Randomized Controlled Trials, Program Effectiveness
Cappella, Elise; Reinke, Wendy M.; Hoagwood, Kimberly E. – School Psychology Review, 2011
School psychology research focused on child outcomes is critical for understanding which social and behavioral interventions affect children in schools. Yet effective interventions fulfill their promise when they fit their implementation contexts, are implemented well with existing resources, and can be sustained or scaled up to new populations.…
Descriptors: Intervention, Models, School Psychologists, Theory Practice Relationship
Reinke, Wendy M.; Herman, Keith C.; Stormont, Melissa; Brooks, Constance; Darney, Dana – Psychology in the Schools, 2010
Empirically supported school-based programs have been shown to reduce the present and future risk for various emotional disturbances. Unfortunately, few of these programs have been successfully transported or maintained outside the context of controlled research studies. Central to attaining this goal is the pressing need to train the next…
Descriptors: Prevention, Emotional Disturbances, School Psychologists, School Psychology
Wiedermann, Wolfgang; Reinke, Wendy M.; Herman, Keith C. – Developmental Psychology, 2020
Direction dependence analysis (DDA) is a recently developed method that addresses the need for more sophisticated tools to evaluate causal mechanisms of developmental processes and interventions. The present study applied DDA to evaluate the hypothesized mediators of a classroom behavior management training program on student academic competence.…
Descriptors: Prosocial Behavior, Interpersonal Competence, Classroom Techniques, Causal Models
Chuang, Chi-ching; Reinke, Wendy M.; Herman, Keith C. – School Psychology, 2020
The purpose of this study was to examine the treatment effects of the Incredible Years Teacher Classroom Management (IY TCM), a universal classroom management intervention, on the outcomes of children with aggressive behavior in elementary school. Classroom management has been demonstrated as a factor in either escalating children's aggressive…
Descriptors: Elementary School Students, Student Behavior, Behavior Problems, Aggression
Herman, Keith C.; Reinke, Wendy M.; Dong, Nianbo; Bradshaw, Catherine P. – Journal of Educational Psychology, 2022
This cluster randomized controlled trial evaluated the efficacy of the CHAMPS classroom management program on the social behavioral and academic outcomes of a large diverse sample of middle school students within an urban context. Participants included 102 teachers and 1,450 students in sixth to eighth grade. Two-level hierarchical linear models…
Descriptors: Program Effectiveness, Classroom Techniques, Student Behavior, Behavior Modification
Henry, Lauren; Reinke, Wendy M.; Herman, Keith C.; Thompson, Aaron M.; Lewis, Crystal G. – School Psychology Review, 2020
The goal of this project was to evaluate the effects of an innovative intervention model created specifically for youth in alternative school settings. The Motivational Interviewing with At-Risk Students (MARS) Mentoring Program is a unique intervention rooted in self-determination and behavior modification theories and delivered through a…
Descriptors: At Risk Students, Mentors, Nontraditional Education, Intervention
Thompson, Aaron M.; Herman, Keith C.; Reinke, Wendy M.; Hawley, Kristin; Peters, Clark; Ehret, Adielle; Hobbs, Ashley; Elmore, Russell – School Psychology Review, 2020
The vast majority of youth experiencing symptoms of a mental health (MH) disorder never access services. Barriers to access include unawareness of symptoms or where to get help, stigma, or lack of transportation or finances. Many school, family, and community collaboration models have begun to enhance access to MH supports. The present study…
Descriptors: Barriers, Mental Disorders, Access to Health Care, Program Effectiveness
Holmes, Shannon R.; Thompson, Aaron M.; Herman, Keith C.; Reinke, Wendy M. – School Psychology Review, 2020
Interventions for youth are often studied in school settings, yet there are barriers that hinder schools from actively participating in the research studies. To ensure interventions are studied in the context they are intended for, adopted in a timely manner, and regularly used in practice as designed, researchers can conduct studies in a manner…
Descriptors: Intervention, Program Development, Program Implementation, Fidelity
Reinke, Wendy M.; Herman, Keith C.; Thompson, Aaron; Copeland, Christa; McCall, Chynna S.; Holmes, Shannon; Owens, Sarah A. – School Psychology Review, 2020
Many youth experience mental health problems. Schools are an ideal setting to identify, prevent, and intervene in these problems. The purpose of this study was to investigate patterns of student social, emotional, and behavioral risk over time among a community sample of 3rd through 12th grade students and the association of these risk patterns…
Descriptors: Mental Disorders, Models, Mental Health, Prevention
Bradshaw, Catherine P.; Pas, Elise T.; Bottiani, Jessika H.; Debnam, Katrina J.; Reinke, Wendy M.; Herman, Keith C.; Rosenberg, Michael S. – School Psychology Review, 2018
This article presents findings from a randomized controlled trial (RCT) testing the impact of a novel coaching approach utilized as one element of the Double Check cultural responsivity and student engagement model. The RCT included 158 elementary and middle school teachers randomized to receive coaching or serve as comparisons; all participating…
Descriptors: Cultural Awareness, Faculty Development, Culturally Relevant Education, Classroom Techniques
Improving Teacher Perceptions of Parent Involvement Patterns: Findings from a Group Randomized Trial
Herman, Keith C.; Reinke, Wendy M. – School Psychology Quarterly, 2017
For children with the most serious and persistent academic and behavior problems, parent involvement in education, particularly teacher perceptions of involvement, is essential to avert their expected long-term negative outcomes. Despite the widespread interest in and perceived importance of parent involvement in education, however, few…
Descriptors: Teacher Attitudes, Parent Participation, Randomized Controlled Trials, Program Effectiveness
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