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 Raines goes beyond creating a catalog of interventions that will soon be outdated and provides school social workers with a detailed road map of the EBP process.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 34 筆
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... scientific evidence?” Federal legislation looks at the two most important laws governing both general and special education. The No Child Left Behind Act is the latest reauthorization of the Elementary and Secondary Education Act (1965) ...
... scientific evidence?” Federal legislation looks at the two most important laws governing both general and special education. The No Child Left Behind Act is the latest reauthorization of the Elementary and Secondary Education Act (1965) ...
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... scientific support for their conclusions. In Daubert v. Merrell Dow Pharmaceuticals (1993), two children and their parents alleged that the children's birth defects had been caused by the mother's ingestion of the antinausea drug ...
... scientific support for their conclusions. In Daubert v. Merrell Dow Pharmaceuticals (1993), two children and their parents alleged that the children's birth defects had been caused by the mother's ingestion of the antinausea drug ...
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... scientific” and “technical or specialized” knowledge. The court elaborated that the Daubert criteria were not meant to be an exhaustive list, but an illustrative one that gave judges broad discretion to screen all expert testimony ...
... scientific” and “technical or specialized” knowledge. The court elaborated that the Daubert criteria were not meant to be an exhaustive list, but an illustrative one that gave judges broad discretion to screen all expert testimony ...
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... scientific, research-based” interventions. What is the legal definition of scientifically based research? Both sets of federal regulations include the same definition, as given in the following (U.S. Department of Education, 2006): ...
... scientific, research-based” interventions. What is the legal definition of scientifically based research? Both sets of federal regulations include the same definition, as given in the following (U.S. Department of Education, 2006): ...
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... scientific research-based intervention. This response to intervention approach does not have a long or wide track record for identifying children with learning disabilities (Bender, Ulmer, Baskette, & Shores, 2007; Kavale, Holdnack ...
... scientific research-based intervention. This response to intervention approach does not have a long or wide track record for identifying children with learning disabilities (Bender, Ulmer, Baskette, & Shores, 2007; Kavale, Holdnack ...
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