Karen Callan Stoiber

Implementation Science and School Psychology

The APA Division 16 Working Group on Translating Science to Practice contends that implementation science is essential to the process of translating evidence-based interventions (EBIs) into the unique context of the schools, and that increasing attention to implementation will lead to the improvement of school psychological services and school learning environments. Key elements of implementation and implementation science are described. Four critical issues for implementation science in school psychology are presented: barriers to implementation, improving intervention fidelity and identifying core intervention components, implementation with diverse client populations, and implementation in diverse settings. What is known and what researchers need to investigate for each set of issues is addressed. A discussion of implementation science methods and measures is included. Finally, implications for research, training and practice are presented.

Applying a Response-to-Intervention Model for Early Literacy Development in Low-Income Children:

This article describes the design and implementation of a program that incorporates a response-to-intervention (RTI) framework for promoting the development of early literacy and language skills among low-income minority children. The early literacy program, called the Exemplary Model of Early Reading Growth and Excellence, or EMERGE, combines classroom practices that are grounded in empirical research, a multitiered intervention hierarchy, high-quality professional development, and continuous progress monitoring to help children in Head Start classrooms acquire early literacy competencies to prepare them for later success in school. Preliminary program evaluation data are presented, and challenges associated with applying an RTI model in early childhood education are addressed.

Application of Goal Attainment Scaling to a Conjoint Behavioral Consultation Case

Goal attainment scaling (GAS) is presented as a viable intervention evaluation methodology that may be readily incorporated into a conjoint behavioral consultation framework. A case study is presented that demonstrates how GAS may be used with consultees, serving to identify the goals, progress, and outcomes of consultation interventions. Moreover, use of GAS permits considerable flexibility in the consultation process. The benefits and limitations of GAS in the practice of consultation are also discussed.

Empirically supported interventions in school psychology : The role of negative results in outcome research

We discuss the role that negative results or “no-difference” findings play in research and research reviews of empirically supported interventions in school psychology. Specifically, we examine the dimensions of negative-results research within the context of randomized experimental between group and experimental single-case design, discuss some reasons for negative-results findings in these methodological approaches, and present some positive aspects of negative results in intervention research. We also examine the relationship of negative-results findings to replication research including direct replication, systematic replication, and clinical replication. We argue for publication of negative-results findings in our school psychology journals when these findings occur in the context of development of empirically supported interventions and translation of these interventions into school psychology practice.

Curriculum-Based Early Literacy Assessment and Differentiated Instruction with High-Risk Preschoolers

Early childhood educators working within a Response to Intervention (RTI) framework are concerned with monitoring childrens progress to make appropriate adjustments to their teaching to promote language and literacy development. A curriculum-based approach can be effective in helping teachers to maximize the quality of universal instruction for all students and to provide differentiated support for individual children. This article describes the application of curriculum-based, progress-monitoring procedures and multitiered instruction in classrooms serving low-income preschoolers. Preliminary data document the benefits of utilizing curriculum-based, progress-monitoring data and providing teachers with training and support to differentiate instruction to improve early literacy outcomes.

Effects of a Preparation Program Focused on Accommodating Children with Challenging Behaviors.

In this article, the effectiveness of pre-service training that focuses on collaborative consultation and positive behavior support for treatment of challenging behaviors is evaluated. The effectiveness of an 8-month training program is evaluated for three participant groups: (a) 16 advanced undergraduate and masters-level students who received the training, (b) 16 classroom teachers who participated as consultees, and (c) 16 target children (4 to 10 years) who exhibited challenging behaviors that interfered with their learning. Multiple outcome measures are administered across two or three measurement times. Trainees demonstrate significant gains in knowledge, skills, and self-efficacy from pretraining to posttraining, and they have higher performance on three outcome measures at posttraining compared to a matched group of students who do not receive training. There are also significant gains for teacher consultees (knowledge and self-efficacy) and target children (behavior ratings and progress toward goals). Findings are discussed relative to study strengths and weaknesses, and implications for future research are identified.

Children Exposed to Violence at School: An Evidence-based Intervention Agenda for the “Real” Bullying Problem

ABSTRACT The purpose of this article is to advance the field of children exposed to violence by proposing an agenda for evidence-based school bullying prevention and intervention research and practice. It is argued that school bullying is a complex ecological problem that requires an innovative model to address it effectively. By critically reviewing the research literature, the real bullying problem is explained, a protective peer ecology framework of bullying prevention and intervention is presented, and an evidence-based practice model of bullying intervention is detailed.

Multi-Tiered Systems of Support and Evidence-Based Practices

Evidence-based practices (EBPs) emerge as inherent to the successful implementation of a comprehensive and combined multi-tiered system of support (MTSS) model. The intended result of multi-tiered intervention progression combined with EBP is a validated, data-based approach to understanding students’ needs along with a description of what promotes or inhibits their academic and social–emotional and behavioral performance. The purpose of this chapter is to present a combined research- and practice-based framework for integrating a comprehensive MTSS model with EBP, and thus, optimize the results stemming from school improvement efforts. Toward this goal, EBPs and strategies are reviewed to address concerns in the academic and social–emotional and behavioral domains along with recommendations for their application within MTSS.

Assessment of Students from Geographically Diverse Rural Areas: Emerging Research from Four Federally Funded Projects.

Rural learners represent a diverse and significant part of the student population. Although research shows that the overall percentage and types of students with disabilities are similar in rural and nonrural school districts, greater proportions of rural students live in poverty, which places them at higher risk for disability. This article presents emerging research from four projects funded by the U.S. Office of Special Education Programs that center on assessment and intervention practices for students in geographically diverse rural areas, including child find and developmental screening in Vermont, preparation of rural educational diagnosticians in Texas, teacher self-ratings of assessment-intervention in Wisconsin, and the use of concept-based instruction in the Pacific Northwest.

Coaching and demonstration of evidence-based book-reading practices: Effects on Head Start teachers’ literacy-related behaviors and classroom environment

ABSTRACT This study examined the effects of coaching with versus without demonstrations of evidence-based book-reading practices on teachers’ use of strategies during independent book-reading periods. A total of 22 Head Start teachers were randomly assigned to one of two cohorts. One cohort (n = 12) participated in biweekly coaching sessions that included having coaches demonstrate how to incorporate a focus on key literacy skills while reading books aloud to students (C + D); the other cohort (n = 10) participated in coaching sessions that did not include explicit demonstration and modeling of evidence-based book-reading practices (C-only). Postintervention observations revealed that teachers in the C + D cohort engaged in behaviors and interactions during their book reading that focused on phonological awareness, alphabet and word knowledge, and print and book awareness to a greater extent than did teachers in the C-only cohort. Cohort differences were also found during an observed small-group activity and on the language and literacy items of a general measure of the classroom literacy environment. Results lend support for the importance of demonstration and observational learning as dimensions of coaching to bring about significant change in teachers’ literacy-enhancing practices.