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Sustaining BEST in CLASS: Teacher-Reported Evidence-Based Practice Use with Students at Risk for Emotional and Behavioral Disorders amidst the COVID-19 Pandemic
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Melissa Washington-Nortey; Kristen Granger; Kevin S. Sutherland; Maureen Conroy; Navneet Kaur; Allyse Hetrick – Grantee Submission, 2022
There is growing evidence of the efficacy of evidence-based interventions in improving the academic and social outcomes of children who exhibit challenging behaviors during program implementation periods. However, less is known about the extent to which practices learned as part of these interventions are sustained after these projects end, when…
Descriptors: Evidence Based Practice, At Risk Students, Emotional Problems, Behavior Disorders
Teacher Burnout and Supporting Teachers of Students with Emotional and Behavioral Disorders
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Kristen L. Granger; Kevin S. Sutherland; Maureen A. Conroy; Emma Dear; Ashley Morse – Grantee Submission, 2023
This article will provide a brief reflection on Garwood's summary of research on special education teacher burnout and fidelity of implementation in delivery of evidence-based behavioral interventions. Subsequently, we provide a conceptual and empirical summary of key issues for supporting teachers of and students with emotional and behavioral…
Descriptors: Teacher Burnout, Emotional Disturbances, Behavior Disorders, Students with Disabilities
A Theory-Informed Approach to Locally Managed Learning School Systems: Integrating Treatment Integrity and Youth Mental Health Outcome Data to Promote Youth Mental Health
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McLeod, Bryce D.; Cook, Clayton R.; Sutherland, Kevin S.; Lyon, Aaron R.; Dopp, Alex; Broda, Michael; Beidas, Rinad S. – School Mental Health, 2022
Numerous evidence-based programs (EBPs) exist for delivery in schools to promote youth mental health outcomes. However, school systems often lack the internal infrastructure to support the effective implementation and sustainment of EBPs when external supports are withdrawn, resulting in notable attenuation in the benefits in youth clinical…
Descriptors: Evidence Based Practice, Mental Health Programs, School Health Services, Program Implementation
A Theory-Informed Approach to Locally Managed Learning School Systems: Integrating Treatment Integrity and Youth Mental Health Outcome Data to Promote Youth Mental Health
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McLeod, Bryce D.; Cook, Clayton R.; Sutherland, Kevin S.; Lyon, Aaron R.; Dopp, Alex; Broda, Michael; Beidas, Rinad S. – Grantee Submission, 2021
Numerous evidence-based programs (EBPs) exist for delivery in schools to promote youth mental health outcomes. However, school systems often lack the internal infrastructure to support the effective implementation and sustainment of EBPs when external supports are withdrawn, resulting in notable attenuation in the benefits in youth clinical…
Descriptors: Evidence Based Practice, Mental Health Programs, School Health Services, Program Implementation
Examining the Role of Student Responsiveness in Treatment Effects of a Tier 2 Program Targeting Reductions in Problem Behavior
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Kevin S. Sutherland; Kristen Granger; Maureen A. Conroy; Bryce D. McLeod; Michael Broda; Natalie Vallarta; Albert Rosas – Grantee Submission, 2023
Student responsiveness's role in promoting intervention outcomes for students who exhibit problem behavior is understudied. Due to the relational nature of many interventions delivered by teachers that target social, emotional, or behavioral outcomes of students in classrooms, it is essential to assess how responsive students are to teachers'…
Descriptors: Student Reaction, Responses, Role, Behavior Problems
Teacher Burnout and Supporting Teachers of Students with Emotional and Behavioral Disorders
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Kristen L. Granger; Kevin S. Sutherland; Maureen A. Conroy; Emma Dear; Ashley Morse – Journal of Emotional and Behavioral Disorders, 2023
This article will provide a brief reflection on Garwood's summary of research on special education teacher burnout and fidelity of implementation in delivery of evidence-based behavioral interventions. Subsequently, we provide a conceptual and empirical summary of key issues for supporting teachers of students with emotional and behavioral…
Descriptors: Teacher Burnout, Emotional Disturbances, Behavior Disorders, Students with Disabilities
A Systematic Literature Review Identifying Dimensions of Teacher Attributions for Challenging Student Behavior
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Nemer, Shannon L.; Sutherland, Kevin S.; Chow, Jason C.; Kunemund, Rachel L. – Education and Treatment of Children, 2019
Children frequently enter elementary school unprepared for its academic and socioemotional challenges. This can lead to challenging behaviors that negatively affect students' educational experiences, put them at risk for emotional and behavioral disorders (EBD), and impact relationships with teachers. Despite a large research base on student…
Descriptors: Teacher Attitudes, Behavior Problems, Student Behavior, Elementary School Students
Examining the Role of Student Responsiveness in Treatment Effects of a Tier 2 Program Targeting Reductions in Problem Behavior
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Kevin S. Sutherland; Kristen Granger; Maureen A. Conroy; Bryce D. McLeod; Michael Broda; Natalie Vallarta; Albert Rosas – Prevention Science, 2023
Student responsiveness's role in promoting intervention outcomes for students who exhibit problem behavior is understudied. Due to the relational nature of many interventions delivered by teachers that target social, emotional, or behavioral outcomes of students in classrooms, it is essential to assess how responsive students are to teachers'…
Descriptors: Student Reaction, Responses, Role, Behavior Problems
Developing Treatment Integrity Measures for Teacher-Delivered Interventions: Progress, Recommendations and Future Directions
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Kevin S. Sutherland; Bryce D. McLeod; Maureen A. Conroy; Nicholas Mccormick – Grantee Submission, 2021
While the measurement of treatment integrity is important to determine how much, and how well, interventions are delivered in schools, the science of treatment integrity is not well developed in education research. The purpose of this paper is to describe a program of research that has developed treatment integrity measures over the past 10 years…
Descriptors: Test Construction, Outcomes of Treatment, Measures (Individuals), Intervention
Developing Treatment Integrity Measures for Teacher-Delivered Interventions: Progress, Recommendations and Future Directions
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Kevin S. Sutherland; Bryce D. McLeod; Maureen A. Conroy; Nicholas Mccormick – School Mental Health, 2022
While the measurement of treatment integrity is important to determine how much, and how well, interventions are delivered in schools, the science of treatment integrity is not well developed in education research. The purpose of this paper is to describe a program of research that has developed treatment integrity measures over the past 10 years…
Descriptors: Test Construction, Outcomes of Treatment, Measures (Individuals), Intervention