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 Raines goes beyond creating a catalog of interventions that will soon be outdated and provides school social workers with a detailed road map of the EBP process.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. |
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第 1 到 5 筆結果,共 45 筆
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... Improvement Act of 2004 is the latest reauthorization of the Education of All Handicapped Children's Act (1975) and has aimed to align the accountability mandates of general education with those of special education. Both use the same ...
... Improvement Act of 2004 is the latest reauthorization of the Education of All Handicapped Children's Act (1975) and has aimed to align the accountability mandates of general education with those of special education. Both use the same ...
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... improvement (e.g., client satisfaction surveys). The third type is qualitative case studies, where clients are described in rich detail at the beginning, middle, and end of treatment so that the reader can judge the amount of change ...
... improvement (e.g., client satisfaction surveys). The third type is qualitative case studies, where clients are described in rich detail at the beginning, middle, and end of treatment so that the reader can judge the amount of change ...
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... Improvement Act (P.L. 108-446), which allowed states to evaluate how a child responds to scientific research-based intervention. This response to intervention approach does not have a long or wide track record for identifying children ...
... Improvement Act (P.L. 108-446), which allowed states to evaluate how a child responds to scientific research-based intervention. This response to intervention approach does not have a long or wide track record for identifying children ...
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... improved grades and math and reading scores. Finally, parental school involvement improved temporarily during and shortly after treatment. Clearly, researchers have just begun to examine the relationship between mental health ...
... improved grades and math and reading scores. Finally, parental school involvement improved temporarily during and shortly after treatment. Clearly, researchers have just begun to examine the relationship between mental health ...
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... Improvement Act. Both use the same definition of scientifically based research, leaving very little “wiggle room ... improved include school behavior, academic performance, and parental school engagement. Economic reasons include greater ...
... Improvement Act. Both use the same definition of scientifically based research, leaving very little “wiggle room ... improved include school behavior, academic performance, and parental school engagement. Economic reasons include greater ...
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