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Direct linkSandra M. Chafouleas; Dakota W. Cintron; Jessica B. Koslouski; Amy M. Briesch; D. Betsy McCoach; Jennifer N. Dineen – Grantee Submission, 2024
Introduction: Leadership support has been identified as a key facilitator to successful implementation of school-based initiatives. School leadership contributions to student academic success and school reform have been documented, but less work has focused on the effects of leadership on school mental health initiatives such as social, emotional,…
Descriptors: School Districts, School Administration, Administrator Attitudes, Student Needs
Download full textSandra M. Chafouleas; Dakota W. Cintron; D. Betsy McCoach; Amy M. Briesch; Jennifer N. Dineen; Taylor A. Koriakin – Grantee Submission, 2022
We explored factors associated with school approaches to identify and support student social, emotional, and behavioral needs. Hypothesized mediators of the relationship between district demographic characteristics and district academic and behavioral outcomes included district administrator perceptions of problems; use of a universal behavioral…
Descriptors: School Districts, Student Needs, Identification, Prevention
Dineen, Jennifer N.; Chafouleas, Sandra M.; Briesch, Amy M.; McCoach, D. Betsy; Newton, Sarah D.; Cintron, Dakota W. – Grantee Submission, 2021
Using a nationally representative sample of U.S. public school districts, we explored the current landscape of social, emotional, and behavioral (SEB) approaches and their impact on behavioral outcomes. Data suggest SEB screening is the exception rather than the rule, with most districts reporting students are referred to an internal support team…
Descriptors: Public Schools, School Districts, Screening Tests, Behavior Disorders
Briesch, Amy M.; Chafouleas, Sandra M.; Dineen, Jennifer N.; McCoach, D. Betsy; Donaldson, Aberdine – Grantee Submission, 2021
Research conducted to date provides a limited understanding of the landscape of school-based screening practices across academic, behavioral, and health domains, thus providing impetus for the current survey study. A total of 475 K-12 school building administrators representing 409 unique school districts across the United States completed an…
Descriptors: Elementary Secondary Education, School Districts, Screening Tests, Administrator Role
Sandra M. Chafouleas; Dakota W. Cintron; D. Betsy McCoach; Amy M. Briesch; Jennifer N. Dineen; Taylor A. Koriakin – Leadership and Policy in Schools, 2024
We explored factors associated with school approaches to identify and support student social, emotional, and behavioral needs. Hypothesized mediators of the relationship between district demographic characteristics and district academic and behavioral outcomes included district administrator perceptions of problems; use of a universal behavioral…
Descriptors: Administrator Attitudes, Psychological Needs, Usability, Institutional Characteristics
Briesch, Amy M.; Cintron, Dakota W.; Dineen, Jennifer N.; Chafouleas, Sandra M.; McCoach, D. Betsy; Auerbach, Emily – School Mental Health, 2020
Schools can play a significant role in promoting timely access to mental health services by utilizing proactive approaches to identifying and supporting students' social, emotional, and behavioral needs. However, recent data suggest that few schools in the USA are taking such proactive approaches. Given that implementation of school-based programs…
Descriptors: Knowledge Level, Beliefs, Access to Health Care, School Health Services
Briesch, Amy M.; Chafouleas, Sandra M.; Cintron, Dakota W.; McCoach, D. Betsy – School Psychology, 2020
Previous research has suggested that multiple factors beyond acceptability alone (e.g., feasibility, external supports) may interact to determine whether consumers will use an intervention or assessment in practice. The Usage Rating Profile for Supporting Students' Behavioral Needs (URP-NEEDS) was developed in order to provide a simultaneous…
Descriptors: Student Needs, Student Behavior, Likert Scales, Measurement
Auerbach, Emily R.; Chafouleas, Sandra M.; Briesch, Amy M.; Long, Stephanie J. – Journal of School Health, 2020
Background: Although recent studies provide information regarding state-level policies and district-level practices regarding social, emotional, and behavioral screening, the degree to which these policies influence screening practices is unknown. As such, the purpose of this exploratory study was to compare state- and district-level policies and…
Descriptors: Public Schools, State Policy, Board of Education Policy, Social Behavior
Briesch, Amy M.; Cintron, Dakota W.; Dineen, Jennifer N.; Chafouleas, Sandra M.; McCoach, D. Betsy; Auerbach, Emily – Grantee Submission, 2020
Schools can play a significant role in promoting timely access to mental health services by utilizing proactive approaches to identifying and supporting students' social, emotional, and behavioral needs. However, recent data suggest that few schools in the United States are taking such proactive approaches. Given that implementation of…
Descriptors: Knowledge Level, Beliefs, Access to Health Care, School Health Services
Auerbach, Emily R.; Chafouleas, Sandra M.; Briesch, Amy M.; Long, Stephanie J. – Grantee Submission, 2020
Background: Although recent studies provide information regarding state-level policies and district-level practices regarding social, emotional, and behavioral screening, the degree to which these policies influence screening practices is unknown. As such, the purpose of this exploratory study was to compare state- and district-level policies and…
Descriptors: Public Schools, State Policy, Board of Education Policy, Social Behavior
Chafouleas, Sandra M.; Johnson, Austin H.; Overstreet, Stacy; Santos, Natascha M. – Grantee Submission, 2016
Recognition of the benefits to trauma-informed approaches is expanding, along with commensurate interest in extending delivery within school systems. Although information about trauma-informed approaches has quickly burgeoned, systematic attention to integration within multitiered service delivery frameworks has not occurred yet is essential to…
Descriptors: Trauma, Educational Methods, Positive Behavior Supports, Program Implementation
Dineen, Jennifer N.; Chafouleas, Sandra M.; Briesch, Amy M.; McCoach, D. Betsy; Newton, Sarah D.; Cintron, Dakota W. – American Educational Research Journal, 2022
Using a nationally representative sample of U.S. public school districts, we explored the current landscape of social, emotional, and behavioral (SEB) approaches and their impact on behavioral outcomes. Data suggest SEB screening is the exception rather than the rule, with most districts reporting that students are referred to an internal support…
Descriptors: Public Schools, School Districts, Screening Tests, Behavior Disorders
Briesch, Amy M.; Chafouleas, Sandra M.; Dineen, Jennifer N.; McCoach, D. Betsy; Donaldson, Aberdine – Journal of Positive Behavior Interventions, 2022
Research conducted to date provides a limited understanding of the landscape of school-based screening practices across academic, behavioral, and health domains, thus providing an impetus for the current survey study. A total of 475 K-Grade 12 school building administrators representing 409 unique school districts across the United States…
Descriptors: Elementary Secondary Education, School Districts, Screening Tests, Administrator Role
Auerbach, Emily R.; Chafouleas, Sandra M.; Briesch, Amy M. – School Mental Health, 2019
A recent study evaluated the level of guidance provided by states on their Department of Education web sites regarding school-based social, emotional, and behavioral (SEB) screening. The purpose of this follow-up study was to interview a small sample of state-level stakeholders to supplement the findings from the web site evaluation study.…
Descriptors: Web Sites, State Departments of Education, Screening Tests, Social Development
Briesch, Amy M.; Chafouleas, Sandra M.; Nissen, Kristin; Long, Stephanie – Grantee Submission, 2019
Given the authority of state government over public education, one means of narrowing the best-practice to actual-practice gap in education is by putting forth clear state guidance and recommendations to schools. To date, however, little is known about the national landscape of procedural guidance that is readily available to practitioners looking…
Descriptors: State Departments of Education, Program Implementation, Positive Behavior Supports, Best Practices
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