Julia A. Ogg

Communication and Collaboration With Schools: Pediatricians’ Perspectives

The multifaceted effect of chronic illness in children has created a need for pediatricians and school personnel, specifically school psychologists, to engage in collaborative problem solving. However, the extent to which this collaboration actually occurs in practice is unknown. A survey was developed and administered to a national sample of members of the American Academy of Pediatrics to assess their type and frequency of communication and collaboration with school personnel, preferred methods of communication, primary school contact person, and their perceptions of the barriers to and benefits of collaborating with school personnel. Results of this survey yield strategies for school psychologists to facilitate communication and collaboration with pediatricians to assist in meeting the needs of children with pediatric health issues.

Evidence-based interventions for children with challenging behavior

Chapter 1: Common Early Childhood Behavior Problems.- Chapter 2: Early Childhood Development Theories.- Chapter 3: The Prevention Model and Problem Solving.- Chapter 4: Screening Techniques.- Chapter 5: Evidence-Based Practices with Children and their Caregivers.- Chapter 6: Behavioral Terms and Principles.- Chapter 7: Applying Principles of Behavior.- Chapter 8: Progress Monitoring.- Chapter 9: Evaluating Outcomes.- Chapter 10: Summary & Conclusions of Best Practices in Providing Services for YCCB.- Appendix A: Developmental Milestones References.- Appendix B: ABC Chart for Determining a Behaviors Function.- Appendix C: HOT DOCS Behavior Chart.- Appendix D: Graphing by Hand.- Glossary of Terms.- References.

Including Parents in the Continuum of School-Based Mental Health Services: A Review of Intervention Program Research From 1995 to 2010

In this study, the authors reviewed journal articles published between 1995 and 2010 that described student mental health interventions involving parents delivered in school settings. Their review identified 100 articles describing 39 interventions. On the basis of participant selection criteria provided by the authors of the reviewed articles, the authors of this study grouped interventions into universal (Tier 1), selected (Tier 2), targeted or indicated (Tier 3), or multitier programs. Interventions were identified across Tiers 1, 2, and 3, although interventions involving all three tiers were rare (n = 2). Common intervention goals were prevention of substance abuse and reduction of externalizing behavior problems. The majority of programs involved parents through group parent training. Example programs were selected at each tier to provide a description of how parents were recruited, how services were delivered to families, and outcomes for participants. Implications for school psychologists who wish to promote greater parent involvement in interventions at their schools and directions for future research are noted.

A Primary Approach to Reading: Review of Early Literacy Interventions Implemented in Pediatric Settings.

Children who begin school with less developed early literacy skills often have a difficult time catching up to their peers, and children who are poor readers in the first few years of school continue struggling with reading when compared with their peers at later grades. Before school entry, schools may be limited in their regular access to families. In contrast, pediatricians are poised to assist with prevention-oriented literacy efforts for young children, as almost all children see health care providers regularly for well-child visits before starting school. The purpose of this review was to examine the literature on early literacy interventions implemented in pediatric health settings. Across 14 studies, results indicated that all interventions included providing books to participants, most included anticipatory guidance from the physician, and about two thirds included modeling of reading skills in the waiting room. Typically examined outcomes were parent attitudes and behaviors, and results demonstrated improvements in these areas. A number of studies also focused on child attitudes and skills or on the home literacy environment. The results of pediatric literacy interventions are promising, but additional research is needed. Implications for school psychologists are discussed.

The Prevention Model and Problem Solving

With growing numbers of developmental needs expressed in communities, the way services are delivered to families must change to assist children. A prevention model which provides multiple levels of support from prevention efforts to extensive, individualized interventions can assist practitioners in meeting the needs of children efficiently and effectively. In addition, prevention and intervention efforts are more effective when problems are clearly identified and tied to specific interventions which are evidence-based. The use of a problem-solving process gives practitioners a specific way to think about child concerns and develop and track progress of interventions matched to the child or children’s needs.

Evidence-Based Practices with Children and Their Caregivers

When delivering services to children and their caregivers, it is important for early intervention professionals to integrate their clinical expertise, the family’s values, and the best research evidence into selecting strategies to improve developmental outcomes. Referred to as evidence-based practice, this process enhances both optimal outcomes and quality of life by utilizing interventions that have been documented through systematic research efforts.

Summary and Conclusions of Best Practices in Providing Services for YCCB

This final chapter utilizes case studies within the prevention framework in an effort to integrate theories of development, evidence-based practice, behavioral principles, progress monitoring data, and evaluation of outcomes. When possible, the outcomes from each case study are graphically presented so that progress can be observed.

Applying Principles of Behavior

This chapter outlines a process that early childhood professionals can use to address challenging behavior with behavioral strategies. The process begins with identifying a problem, considering why the problem is occurring, designing an intervention to address the problem, and using data to determine whether the intervention was effective in reducing the behavior and improving adaptive outcomes for the child.

Behavioral Terms and Principles

Many evidence-based interventions for addressing challenging behavior in young children utilize behavioral strategies. This chapter outlines key behavioral principles (e.g., reinforcement, punishment, schedules of reinforcement and punishment, extinction, imitation, shaping) that can be used to prevent and intervene with problem behaviors in young children.

Early Childhood Development Theories

Developmental theories are useful towards understanding how children learn and grow, and by what means their trajectories can be supported. Most theorists agree that both biology and experience are key factors that shape developmental outcomes. Risk and protective factors are said to contribute to development and often can be modified through intervention efforts. The prevention model emphasizes a foundation of supports and services aimed to foster healthy development.