Pilot study for the fidelity, acceptability, and effectiveness of a PBIS program plus mental health supports in under‐resourced urban schools

Eiraldi, Ricardo; McCurdy, Barry L.; Schwartz, Billie S.; Wolk, Courtney Benjamin; Abraham, Manju; Jawad, Abbas F.; Nastasi, Bonnie K.; Mautone, Jennifer A.

doi:10.1002/pits.22272

Cited by 20 publications

(16 citation statements)

References 32 publications

(44 reference statements)

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“…All 17 empirical studies reported positive outcomes of counseling for students. Among the nine studies that implemented CBT or variations of it, positive outcomes included a decrease in problem behaviors (e.g., Hoover et al, 2018 ; Parker et al, 2016 ), decrease in post traumatic stress disorder symptoms (Hoover et al, 2018 ; Nadeem et al, 2011 ), decrease in diagnostic severity (e.g., Eiraldi et al, 2019 ; Levine & Anshel 2011 ), decrease in anxiety (e.g., Chiu et al, 2013 ), and an increase in prosocial behaviors (e.g., Parker et al, 2016 ; Ruttledge & Petrides 2012 ; Yeo & Choi 2011 ). There were overall positive outcomes among studies that did not use CBT.…”

Section: Empirical Articlesmentioning

confidence: 99%

Where Is Counseling in School Psychology Literature? A Review of Six Prominent School Psychology Journals

Flood

Joseph

2023

Contemp School Psychol

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School psychology professionals rely on professional literature to access information on scientifically supported practices. Counseling is certainly one of those practices. The purpose of this review was to determine how many articles published in prominent peer-reviewed school psychology journals have addressed providing effective counseling services to children and youth. We wanted to determine the types of counseling approaches that were described in those articles and which approaches garnered the most attention. Findings revealed that there were relatively few articles about counseling in prominent school psychology journals. Interestingly, most studies employed quantitative rather than qualitative designs and analyses. Cognitive behavior therapy (CBT) was the approach that was implemented the most in empirical studies across the school psychology journals. Empirical studies mainly included elementary and middle school students from diverse racial and ethnic groups who were receiving counseling services in a small group (tier 2) format. Implications for the profession of school psychology are provided.

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Section: Empirical Articlesmentioning

confidence: 99%

Where Is Counseling in School Psychology Literature? A Review of Six Prominent School Psychology Journals

Flood

Joseph

2023

Contemp School Psychol

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“…Despite the development of EBPs across three tiers of SWPBIS, their adoption and implementation in real-world schools have been inconsistent, leading to lackluster student outcomes (Eiraldi et al, 2019;Nese et al, 2016). This "science-to-practice" gap reduces the public health impact of SWPBIS and the gain of millions of federal funds invested in SWPBIS initiatives across the country.…”

Section: Implementation Of Swpbismentioning

confidence: 99%

Intervention Fidelity Conditionally Mediates the Association Between Educators' Beliefs and Student Outcomes in SWPBIS: A School-Level Moderated Mediation Analysis

Zhang¹,

Fallon²,

Larson³

et al. 2023

Preprint

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Existing literature has established the effectiveness of school-wide positive behavioral interventions and supports (SWPBIS) for improving school-level student behavioral and academic outcomes. But the real-world implementation of SWPBIS is often inadequate, which leads to lackluster outcomes. Researchers have identified amendable implementer-level factors (e.g., educators' supportive beliefs about SWPBIS) to promote the successful delivery of SWPBIS. However, it remains unknown how educators' beliefs function at the school level to influence their implementation behaviors. This school-level study piloted a school-wide Supportive Belief Intervention (SBI; an implementation strategy used before teacher training to promote supportive beliefs about SWPBIS) and examined its mechanism of change on improving implementation and student outcomes. In partnership with an urban school district, the authors delivered the SBI and SWPBIS training to 81 school teams serving a diverse student population. Baseline school-level educators' beliefs were assessed at the start of the academic year (AY; before the SBI). Posttest beliefs, intervention fidelity of Tier 1 SWPBIS, rates of student reading proficiency and suspension were assessed at the end of the AY (6 months after the SBI). Conditional process analyses with nonparametric bootstrapping (mediational and 1st stage moderated mediational models) revealed that, at the school level, (a) improved educators' supportive beliefs were associated with enhanced intervention fidelity of SWPBIS and then better corollary student outcomes (increased reading proficiency and reduced suspension rates); but (b) student socioeconomic status moderated the size of the mediation effect. Implications for research and practices about the implementation of SWPBIS and school context were discussed.

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“…While intended to include interventions at multiple tiers, in many schools PBIS teams have focused more on Tier 1 interventions and have operated independently of school mental health programs (Splett et al, 2017). Guidance on selection of evidence-based Tier II interventions and training on factors that promote their successful implementation is lacking (Anderson & Borgmeier, 2010;Domitrovich et al, 2008;Eiraldi et al, 2019;Lyon & Bruns, 2019;Williams et al, 2018). This represents a missed opportunity to intervene to improve the mental health functioning of students displaying mild to moderate symptoms, since schools with greater investment in early identification practices serve more students (Green et al, 2013).…”

Section: Challenges To Implementation Of the Expanded School Mental H...mentioning

confidence: 99%

“…Despite their theoretical promise, however, even schools with strong PBIS or MTSS implementation struggle to adequately attend to students in need of Tier II and Tier III behavioral supports (Eiraldi et al, 2019; Splett et al, 2017). While intended to include interventions at multiple tiers, in many schools PBIS teams have focused more on Tier 1 interventions and have operated independently of school mental health programs (Splett et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Supporting school‐community collaboration for the implementation of a multi‐tiered school mental health program: The Behavioral Health Team model

Raviv

Smith

Hurwitz³

et al. 2022

Psychology in the Schools

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Investing in school mental health programs has the potential to improve youths' access to mental health services. Barriers to the implementation of school mental health programs include limited workforce capacity, competing priorities, and lack of coordinated care. The current paper describes the history, development, and key components of the Behavioral Health Team (BHT) model that was established to promote implementation of school mental health programming. The BHT is a multi‐disciplinary team designed to maximize resources and collaboration, provide early identification of students with behavioral health needs, and match and connect students to the indicated interventions using data‐informed decision making. BHTs are tasked with selecting appropriate interventions, assuring fidelity of implementation, monitoring student progress and making adjustments based on data to enhance the sustainability and dissemination of evidence‐based prevention and intervention in schools. The paper reviews two case examples to illustrate how this model has been applied both within a large urban school district and a medium‐sized suburban school district. Results demonstrate that district support facilitates sustainability and expansion of the BHT model over time. Schools implementing this model demonstrate improvement in implementation of the BHT key components.

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Pilot study for the fidelity, acceptability, and effectiveness of a PBIS program plus mental health supports in under‐resourced urban schools

Cited by 20 publications

References 32 publications

Where Is Counseling in School Psychology Literature? A Review of Six Prominent School Psychology Journals

Where Is Counseling in School Psychology Literature? A Review of Six Prominent School Psychology Journals

Intervention Fidelity Conditionally Mediates the Association Between Educators' Beliefs and Student Outcomes in SWPBIS: A School-Level Moderated Mediation Analysis

Supporting school‐community collaboration for the implementation of a multi‐tiered school mental health program: The Behavioral Health Team model

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