The School Social Work Skill Set and Positive Behavior Support: A Good Match

Anderson-Ketchmark, Corrine; Alvarez, Michelle E.

doi:10.1093/cs/32.1.61

Cited by 8 publications

(4 citation statements)

References 9 publications

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“…This individual-focused orientation is not supported by a strong evidence base, nor is it consistent with primary prevention models embedded in the three-tiered (i.e., primary, secondary, and tertiary) model that has become a significant feature of school mental health practice over the past two decades, namely, multitiered systems of support (MTSS; Barrett, Eber, & Weist, 2013). MTSS models, such as response to intervention (RTI) and positive behavior intervention and supports (PBIS) frameworks (Anderson-Ketchmark & Alvarez, 2010;Avant & Lindsey, 2016;Lewis, Mitchell, Bruntmeyer, & Sugai, 2016), have been shown in intervention research literature to improve school climate, enhance positive student behaviors, and increase student achievement (Horner et al, 2009).…”

mentioning

confidence: 99%

School Social Worker Practice Decisions: The Impact of Professional Models, Training, and School Context

Phillippo¹,

Kelly²,

Shayman

et al. 2017

Families in Society: The Journal of Contemporary Social Service

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School social work practice decisions have been the focus of local and national surveys for several decades, most recently in 2014. The need to better understand these findings, particularly school social workers' practice decisions that appear counter to what the field's evidence base indicates is sound practice, led to the current qualitative study. Our inquiry focused on developing a deeper understanding of the impact of professional models (particularly the multitiered systems of support), training, and school context on practice. Data from 16 focus groups (N = 60) revealed that practitioners struggled with contextual constraints upon their work and encountered limited learning opportunities and support, to the extent that they could not consistently implement contemporary practice models. Implications for school social work policy, training, and practice are considered.

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mentioning

confidence: 99%

School Social Worker Practice Decisions: The Impact of Professional Models, Training, and School Context

Phillippo¹,

Kelly²,

Shayman

et al. 2017

Families in Society: The Journal of Contemporary Social Service

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“…Historically, psychologists and behavioral specialists, with a background and training in behavior analysis, have primary responsibility for conducting FBAs and creating BIPs, but SSWs can also play a significant role in some components of the process (Clark, 1998). Moreover, it is clear a significant portion of SSWs’ training in evidence-based practices positions them to be leaders in this process because they are proficient in interviewing, engaging family members, data collection, documenting intervention progress with other multidisciplinary team members, and evaluating outcomes that are integral to the BIP process (Anderson-Ketchmark & Alvarez, 2010; Avant, 2014; Constable & Massat, 2009; Kelly et al, 2010).…”

Section: What Are Functional Behavior Assessments (Fbas)?mentioning

confidence: 99%

“…Standard 3 highlights the importance of conducting FBAs, while the latter highlights the importance of the BIP in ensuring effective practice. The expectation of these standards is to support SSWs in adopting an ecological perspective to conduct assessment and implement prevention practices such as those practiced within the framework of FBAs and environmental changes in the classroom (Anderson-Kathmark & Alvarez, 2010; Avant, 2014). An ecological perspective and model of practice focuses on examining how individuals’ environments shape them into who they are (Teater, 2014).…”

Section: Why Fbas Matter To the Sswmentioning

confidence: 99%

School Social Workers Perceptions of the Use of Functional Behavior Assessments

Elswick

Cuellar

2021

Research on Social Work Practice

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Purpose: Conducting functional behavior assessments (FBAs) is an important component of meeting the behavioral needs of students exhibiting significant behavioral problems. However, the practices and perceptions of school social workers (SSWs) in the use of FBAs are relatively unknown. Method: The proposed study explored the perceptions of 310 SSWs, across Illinois, Missouri, Kansas, and Wisconsin about the processes involved in conducting an FBA. Descriptive and inferential statistics were estimated using the general linear model. Results: Findings suggest that theoretical orientation is associated with perceived usefulness of FBAs. Additionally, perceptions about the activities involved in conducting FBAs and decision-making practices varied as a function of level of competence about facilitating FBAs. Discussion: Overall, findings suggest that SSWs possess the skills needed to facilitate FBAs and face similar barriers of conducting FBAs of other school-based clinicians.

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“…PBS uses problem-solving strategies to improve student behavior by building on strengths and has been found to improve the learning environment of the school and, more specifically, the classroom (Simonsen & Sugai, 2009). A better learning environment improves student achievement and student attendance (Anderson-Ketchmark & Alvarez, 2010;Lepage, Kratochwill, & Elliott, 2004).…”

Section: Proactivementioning

confidence: 99%

Reductive procedures: Positive approaches to reducing the incidence of problem behavior.

Little¹,

Akin-Little²

2019

Behavioral Interventions in Schools: Evidence-Based Positive Strategies (2nd Ed.).

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It is the intent of this chapter to present an overview of empirically supported and socially valid procedures to reduce the incidence of problem behavior in the classroom and summarize supplemental positive approaches to complement and build on these reductive procedures. Specifically, this chapter has three major objectives: (a) to discuss the concept of behavioral momentum and relate Newton's second law of motion to behavioral functioning; (b) to summarize the most recent research on reductive procedures, particularly time-out; and (c) to provide school personnel with evidence-based approaches to the use of reductive procedures that emphasize the positive, proper, and proactive aspects.

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The School Social Work Skill Set and Positive Behavior Support: A Good Match

Cited by 8 publications

References 9 publications

School Social Worker Practice Decisions: The Impact of Professional Models, Training, and School Context

School Social Worker Practice Decisions: The Impact of Professional Models, Training, and School Context

School Social Workers Perceptions of the Use of Functional Behavior Assessments

Reductive procedures: Positive approaches to reducing the incidence of problem behavior.

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