Investigating the Longitudinal Association Between Fidelity to a Large-Scale Comprehensive School Mental Health Prevention and Intervention Model and Student Outcomes

Reinke, Wendy M.; Herman, Keith C.; Thompson, Aaron; Copeland, Christa; McCall, Chynna S.; Holmes, Shannon R.; Owens, Siân-Eleri

doi:10.1080/2372966x.2020.1870869

Cited by 13 publications

(5 citation statements)

References 49 publications

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“…One other potential benefit of the EIS related to utility, unexplored in the present study, is whether schools could use the spring EIS data to examine whether fall EIS intervention efforts made a difference in the targeted risk factors. Prior studies suggest the EIS is sensitive to change (Reinke et al, 2021). Performance feedback of this sort has been shown to moderately affect treatment integrity and implementation of evidence-based practices when persons engaged in those practices receive data-driven feedback that their efforts result in progress (Fallon et al, 2015; Solomon et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…In the present study, we went beyond perceptions and documented how often and in what ways schools used the EIS and to what effect. Prior studies have described the EIS model and use in school settings (Herman, Reinke, Huang, et al, 2021; Reinke et al, 2018; Thompson et al, 2017) and demonstrated the technical adequacy of the EIS in elementary (Herman et al, 2018; Huang et al, 2019; Reinke et al, 2021, 2022; Stormont et al, 2022), middle (Herman et al, 2018; Herman, Reinke, Huang, et al, 2021; Reinke et al, 2021), and high school settings (Reinke et al, 2021; Thompson et al, 2021). Although most of these prior articles on the EIS described the rationale for the EIS development and its intended solutions to usability and social consequence concerns, the present study was the first to empirically examine the use and impact of the EIS on targeted social consequences as defined by Messick’s (1995) validity framework.…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, beginning-of-year EIS subscale scores predicted end-of-year school record data (e.g., discipline referrals, suspensions, attendance, achievement scores) across development (Herman, Reinke, Huang, et al, 2021;Reinke et al, 2022;Thompson et al, 2021). The EIS-SR is also sensitive to change; for instance, over a 3-year, ninetime point period, students in schools implementing the EIS reported a significant decline in the slope of total symptoms, and students in schools with lower fidelity to the model were more likely to have a pattern of worsening EIS problems (Reinke et al, 2021). The intercorrelations of EIS-SR and EIS-TR subscales in this sample by each developmental level are provided in the Supplemental Tables S1-S6.…”

Section: Early Identification Systemmentioning

confidence: 99%

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Usability and social consequences of the early identification system as a universal screener for social, emotional, and behavioral risks.

Herman¹,

Reinke²,

Thompson³

et al. 2023

School Psychology

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The Early Identification System (EIS) was developed to overcome many of the usability challenges of school-based behavior screeners. Several prior studies have documented the technical adequacy of the EIS. The present study expanded this work by examining the use, relevance, values implications, and social consequence of EIS implementation in a sample of 54 K-12 schools and 23,104 students in the Midwestern United States. We found that nearly all schools, teachers, and students completed the EIS as planned. Schools used the data to provide universal, selective, and indicated services to a high percentage of students identified with risks as well as to plan professional development for educators based on the screening data. Seventy-nine percent of schools implemented the EIS system with high fidelity, and fidelity was unrelated to student demographic composition within schools. These findings suggest that the EIS may overcome many of the usability barriers that plague common behavior screeners. Limitations and implications for advancing the science of social consequence evaluation are discussed. Impact and ImplicationsThe present findings suggest the EIS is a cost-effective, efficient, and useful tool for screening youth mental health concerns that schools implement with high fidelity. The EIS may overcome many barriers that prevent most schools from conducting ongoing universal screening of youth social, emotional, and behavioral concerns.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Early Identification Systemmentioning

confidence: 99%

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Usability and social consequences of the early identification system as a universal screener for social, emotional, and behavioral risks.

Herman¹,

Reinke²,

Thompson³

et al. 2023

School Psychology

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“…Pendidikan kesehatan jiwa positif bertujuan untuk menjaga kesehatan jiwa siswa dan membimbing siswa untuk melihat fenomena sosial dari berbagai perspektif (Eloise & Oland, 2015;Jin, 2022;Weist et al, 2017). Pendidikan kesehatan jiwa positif yang jangka panjang dapat membentuk kemampuan beradaptasi sosial siswa bukan hanya meningkatkan daya saing dan keterampilan siswa sehingga diperlukan rencana pendidikan kesehatan jiwa yang tepat sasaran sesuai dengan situasi siswa yang sebenarnya sehingga secara komprehensif dapat meningkatkan kualitas siswa (Jin, 2022;Marsh & Mathur, 2020;Reinke et al, 2021). Salah satu tugas sekolah adalah mendukung perkembangan kesehatan jiwa anak-anak saat tumbuh dewasa karena sekolah adalah tempat anak-anak dan remaja menghabiskan sebagian besar waktunya dikombinasikan dengan pengalaman dan tantangan sosial, tuntutan belajar, dan mental yang berlebihan dan tekanan psikologis (Schulte-Körne, 2016).…”

Section: Pembahasanunclassified

Pelatihan Kader Sekolah Sehat Jiwa (SEHATI) dalam Deteksi Dini Kesehatan Jiwa di SMA

Rua

Naibili

Bete

et al. 2023

IJCSL

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Sekolah merupakan rumah kedua bagi peserta didik karena sebagian besar anak-anak menghabiskan waktunya di sekolah. Di sekolah juga terjadi pertumbuhan dan perkembangan yang maksimal bagi siswa termasuk kesehatan jiwa. Masa remaja merupakan masa yang paling rentan terhadap gangguan psikologis. Gangguan kesehatan mental merupakan hasil interaksi antara predisposisi atau kerentanan dan stres yang disebabkan oleh pengalaman hidup seperti stresor rumah, akademik, dan teman sebaya sebagai tiga domain stres umum untuk remaja apabila tidak diatasi secara positif, dapat berkontribusi pada masalah perilaku yang terinternalisasi dan perilaku bunuh diri. Masalah kesehatan mental yang tidak diobati seperti depresi, kecemasan, dan gangguan pasca trauma (post-traumatic stress disorder) akan memengaruhi kemampuan remaja untuk terlibat secara bermakna dalam pembelajaran dan fungsi pada masa dewasa. Kegiatan pengabdian ini bertujuan untuk melakukan sosialisasi dan promosi tentang kesehatan jiwa melalui pelatihan kader sekolah sehat jiwa. Metode yang digunakan adalah ceramah, pelatihan dan pendampingan. Kegiatan pelatihan ini menunjukan adanya peningkatan pengetahuan dan keterampilan serta kesadaran tentang kesehatan jiwa bagi warga sekolah. Sekolah dapat memasukkan ke dalam program kurikulum tentang literasi kesehatan jiwa pada saat Masa Pengenalan Lingkungan Sekolah (MPLS).

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“…In addition to themes about student-teacher relationships, both end-users and stakeholders indicated that interventions can be inconsistently effective, and stakeholders also indicated that interventions are often implemented informally. These themes are related as interventions that are not implemented with high fidelity are unlikely to be effective (Reinke et al, 2020). These themes suggest that implementation fidelity is key to intervention effectiveness (King-Sears et al, 2018).…”

Section: Experience With and Knowledge Of Interventionsmentioning

confidence: 99%

Listening to the Experts: A Needs Assessment of ASSIST for Disruptive Classroom Behaviour an eLearning Professional Development Program for Classroom Teachers

Orr,

Belliveau,

Chambers

et al. 2023

JEDP

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Teachers have limited access to training in in-class interventions for disruptive classroom behaviour (DCB). The goal of the current study was to understand the needs of end-users and stakeholders for teacher-implemented in-class interventions for DCB and their perspectives on eLearning about behaviour management. The needs assessment involved a mixed methods design using a structured interview and an online survey. Descriptive statistics were used to summarize survey responses, with open-ended data used for contextualization. The results revealed: (a) end-users and stakeholders were aware of and reported using many of the interventions that have been assessed in the literature, (b) more frequently used interventions were perceived as more effective, (c) interventions were inconsistently implemented and inconsistently effective, and (d) the implementation of interventions was influenced by student-teacher relationships. Results also indicated that while the participants perceived many positives of using eLearning, there were also some perceived barriers.

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Investigating the Longitudinal Association Between Fidelity to a Large-Scale Comprehensive School Mental Health Prevention and Intervention Model and Student Outcomes

Cited by 13 publications

References 49 publications

Usability and social consequences of the early identification system as a universal screener for social, emotional, and behavioral risks.

Usability and social consequences of the early identification system as a universal screener for social, emotional, and behavioral risks.

Pelatihan Kader Sekolah Sehat Jiwa (SEHATI) dalam Deteksi Dini Kesehatan Jiwa di SMA

Listening to the Experts: A Needs Assessment of ASSIST for Disruptive Classroom Behaviour an eLearning Professional Development Program for Classroom Teachers

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