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 Raines goes beyond creating a catalog of interventions that will soon be outdated and provides school social workers with a detailed road map of the EBP process.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 89 筆
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... treatment (Durlak, Wells, Cotton, & Johnson, 1995; Kazdin, 2000). The later studies have overcome earlier ... treatments that have empirical support. This book is about evidence-based practice or the process of continually infusing ...
... treatment (Durlak, Wells, Cotton, & Johnson, 1995; Kazdin, 2000). The later studies have overcome earlier ... treatments that have empirical support. This book is about evidence-based practice or the process of continually infusing ...
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... Treatment.” “Standards of Care” represent the expectations of an ordinary school service provider based on similar circumstances in similar locales, while “Avoiding Harm” addresses the iatrogenic or treatment-related damage that can occur.
... Treatment.” “Standards of Care” represent the expectations of an ordinary school service provider based on similar circumstances in similar locales, while “Avoiding Harm” addresses the iatrogenic or treatment-related damage that can occur.
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James C Raines. Harm” addresses the iatrogenic or treatment-related damage that can occur. I provide three true cases of children who have been killed by inept service providers. “Optimal Treatment” looks at seven ways by which EBP can ...
James C Raines. Harm” addresses the iatrogenic or treatment-related damage that can occur. I provide three true cases of children who have been killed by inept service providers. “Optimal Treatment” looks at seven ways by which EBP can ...
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... treatment control group or a treatment group. Measures are taken at the beginning to establish a baseline and to ensure that both groups are relatively equal. Treatment is carefully administered so that threats to internal validity are ...
... treatment control group or a treatment group. Measures are taken at the beginning to establish a baseline and to ensure that both groups are relatively equal. Treatment is carefully administered so that threats to internal validity are ...
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... treatment, but clients are not put in different groups, or even if they are assigned to different treatment conditions it is not done randomly. The second type is post-test-only designs where treatment is given and a measure is given at ...
... treatment, but clients are not put in different groups, or even if they are assigned to different treatment conditions it is not done randomly. The second type is post-test-only designs where treatment is given and a measure is given at ...
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