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 Raines goes beyond creating a catalog of interventions that will soon be outdated and provides school social workers with a detailed road map of the EBP process.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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... specific. Youth treated with empirically supported interventions showed more progress in the target problems than they did with their untargeted problems. Fourth, the results were wide-ranging in two ways. There are empirically ...
... specific. Youth treated with empirically supported interventions showed more progress in the target problems than they did with their untargeted problems. Fourth, the results were wide-ranging in two ways. There are empirically ...
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... specific, (4) they are wide-ranging, (5) they have diverse modes of delivery, (6) they have new ways to evaluate results, and (7) they are user-friendly. Educational outcomes that can be improved include school behavior, academic ...
... specific, (4) they are wide-ranging, (5) they have diverse modes of delivery, (6) they have new ways to evaluate results, and (7) they are user-friendly. Educational outcomes that can be improved include school behavior, academic ...
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... specific counseling technique, treatment, or intervention. The originators of EBP defined it as the “conscious, explicit, and judicious use of current best evidence in making decisions about the care of individual patients” (Sackett ...
... specific counseling technique, treatment, or intervention. The originators of EBP defined it as the “conscious, explicit, and judicious use of current best evidence in making decisions about the care of individual patients” (Sackett ...
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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