Evidence Based Practice in School Mental HealthOxford University Press, 2008年4月11日 - 368 頁 Though recent legislation embedded with the No Child Left Behind Act and the Individuals with Disabilities Improvement Act mandates the use of evidence in school-based practice to demonstrate positive outcomes for all students, school social workers - especially those long out of school - often lack the conceptual tools to locate, evaluate, and apply evidence in order to demonstrate the effectiveness of their work. The first of its kind tailored specifically to this audience, this SSAAA Workshop title guides school professionals in infusing research throughout their daily practice. It shows school service providers a pragmatic approach to informing every major practice decision with the appropriate research so that students receive the best possible services. This includes how to use research to make reliable and valid assessments, how to use research to choose the best intervention, and how to do research to evaluate progress. Raines goes beyond creating a catalog of interventions that will soon be outdated and provides school social workers with a detailed road map of the EBP process. Chapters detail the nuts and bolts of EBP, explaining how to ask a relevant, answerable question; where to search for evidence; how to appraise the literature and avoid the pitfalls of web based information; how to adapt and apply the evidence in a developmentally and culturally sensitive way; and how to evaluate the results. Detailed examples along the way, including sample spreadsheets practitioners can easily adapt to evaluate their students' progress, bring accountability within reach for school professionals who struggle to find the time, resources, and support sufficient to apply the best evidence to their schools. |
搜尋書籍內容
第 1 到 5 筆結果,共 87 筆
第 頁
... Evaluating Group Outcomes Using Descriptive Designs Chapter 8 Evaluating Individual Outcomes Using Single-Subject Designs Chapter 9 Ethics for Evidence-Based Practice Chapter 10 Systemic Change Glossary Appendix A Internet Resources for ...
... Evaluating Group Outcomes Using Descriptive Designs Chapter 8 Evaluating Individual Outcomes Using Single-Subject Designs Chapter 9 Ethics for Evidence-Based Practice Chapter 10 Systemic Change Glossary Appendix A Internet Resources for ...
第 頁
... evaluate student progress. Estimates of child and adolescent mental health problems range from 10% to 20% (Roberts, Attkinson, & Rosenblatt, 1998). The best estimate is that at least 10% of youths suffer from serious behavioral or ...
... evaluate student progress. Estimates of child and adolescent mental health problems range from 10% to 20% (Roberts, Attkinson, & Rosenblatt, 1998). The best estimate is that at least 10% of youths suffer from serious behavioral or ...
第 頁
... evaluating the results. In the next six chapters, I describe each step in much more detail, providing user-friendly tips along the way as well as illustrations about how this process works in an applied setting. In Chapter 9—Ethics for ...
... evaluating the results. In the next six chapters, I describe each step in much more detail, providing user-friendly tips along the way as well as illustrations about how this process works in an applied setting. In Chapter 9—Ethics for ...
第 頁
... evaluation and research evidence in their professional practice” (section 5.02 (d)). The National Association of School Psychologists' (NASP, 2000a) Principles for Professional Ethics concurs: “School psychologists use assessment ...
... evaluation and research evidence in their professional practice” (section 5.02 (d)). The National Association of School Psychologists' (NASP, 2000a) Principles for Professional Ethics concurs: “School psychologists use assessment ...
第 頁
... evaluate the effects of the condition of interest, with a preference for random assignment experiments, or other designs to the extent that those designs contain within-condition or across-condition controls; 5. Ensures that ...
... evaluate the effects of the condition of interest, with a preference for random assignment experiments, or other designs to the extent that those designs contain within-condition or across-condition controls; 5. Ensures that ...
內容
Creating Answerable Questions | |
Investigating the Evidence | |
Adapting and Applying the Evidence | |
Evaluating Group Outcomes Using Descriptive Designs | |
Evaluating Individual Outcomes Using SingleSubject Designs | |
Systemic Change | |
Appendix A Internet Resources for EvidenceBased Practice | |
Appendix B Annotated Bibliography on Empirically Supported Interventions | |
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academic adapt adolescents allows American answer apply approach assessment Association attend behavior chapter child client clinical clinicians combined consent criteria databases decision designs determine developed disabilities discuss disorder effectiveness empirically supported evaluation evidence evidence-based example Excel experience Finally functioning goals identify implementation important improvement individual intervention involves issues Journal major means measures meet mental health Observation outcome parents participants positive practice practitioners prevention primary problem professionals progress questions reading reasons receive records refers relevant requires risk sample scale school-based scientific scores Second significant situations skills social specific standard statistical studies systematic teachers therapy Third treatment University validity variable youth