Susan E. Elswick

Effective data collection modalities utilized in monitoring the good behavior game

The Good Behavior Game (GBG) has been identified as an effective evidence-based class-wide management intervention to decrease maladaptive classroom behaviors. This study was a systematic replication and extension of previous research on GBG. This study looks at the continued effectiveness of the GBG on increasing appropriate student classroom behaviors and on increasing teacher behaviors specific praise statements to students. This research is also attempting to investigate teacher perception of the use of evidence-based interventions and data collection in the classroom, and the differences in accuracy in data collection and the GBG intervention while monitoring teachers usage of both hand calculated and computer-based data collection modalities. Comparison of teachers hand collected data with computer-based data collection.Computer-based data collection systems increase teachers accuracy.The Good Behavior Game is enhanced with the use of computer-based data collection.

Current Trends in Education: How Single-subject Research Can Help Middle and High School Educators Keep Up with the Zeitgeist

Abstract Trends in educational research, teaching practices, and teacher responsibilities change over time. There is currently a movement away from relying on summative assessment and large-group research to assessing individual students on a formative basis. This push is partially legal, and the 2004 Individuals with Disabilities Education Improvement Act (IDEIA) is encouraging adoption of Response to Intervention (RtI) at all levels of education. One research methodology that is particularly poised to meet the call by IDEIA is single-subject research designs, which have recently been endorsed by the What Works Clearinghouse. This article provides an overview of common single-subject designs, discusses the underlying logic of these designs, identifies many advantages this methodology provides to the classroom, and describes the dimension of behavior that may be measured and graphed for visual analysis. Understanding single-subject research designs and their use at the middle and secondary level is one of the first steps toward implementation of the RtI model after elementary school.

School Social Workers' Perceptions of School Safety and Security in Today's Schools: A Survey of Practitioners across the United States.

ABSTRACT To understand the effects of school safety practices and strategies on the school environment, researchers have consistently investigated the perceptions of students and various school personnel concerning school safety. Yet school social workers, professionals commonly employed in today’s schools to address the mental health needs of students, are often left out of the school safety discussion. Data were collected from 229 school social workers across the United States to examine: (a) school social workers’ perceptions regarding the effectiveness of various school safety strategies; (b) differences in these perceptions based on student- and school-level variables; and (c) comments from participants regarding school safety in U.S. schools. The purpose of this article is to provide timely implications concerning school safety from a unique and unstudied perspective.

Preparing Social Work Students for Interprofessional Team Practice in Health-Care Settings

Purpose: This study presents the results of a workforce development initiative focused on preparing master’s-level social work students to work in interprofessional settings and integrated care. The study examines both trainees’ changes in interprofessional skills and attitudes as well as if there were differences in trainee experiences across race and gender. Method: Ninety-nine trainees participated in a training program and completed pre- and posttest measures on attitudes toward interdisciplinary teams and team skills. The team used multivariate analysis of variance (MANOVA) to examine the change in means and interaction effects. Results: Findings suggest that the training helps trainees acquire interdisciplinary team skills. However, results on attitudes toward interdisciplinary teams varied based on race and gender of the trainees. Discussion: Results suggest that there continue to be disparities in the training experiences of social work trainees around race and gender. Future research needs to continue to focus on this issue.

Inclusion for People with Developmental Disabilities: Measuring an Elusive Construct

ABSTRACT The philosophy of inclusion for people with intellectual and developmental disabilities (IDD) has evolved over the last 50 years. Over time, inclusion research has shifted from a focus on deinstitutionalization to understanding the extent to which individuals with IDD are meaningfully involved in the community and social relationships. Yet, there has been no agreed on way to measure inclusion. Many different measurement and data collection techniques have been used in the literature. This study proposes a brief measure of inclusion that can be used with family members and on survey instruments.

Embracing Life The Gift of a Day Program

Hospice and palliative care is based on a biopsychosocial–spiritual model, yet there are very few studies or evaluations of programing designed to improve emotional well-being in terminally ill clients. This article reports on a program evaluation describing the Gift of a Day program offered by Crossroads Hospice. The Gift of a Day program seeks to celebrate life with each individual client by providing a customized client-centered event that encompasses activities that are enjoyable and important to them. Results suggest that participating in activities that are pleasurable and personally meaningful may improve clients’ emotional well-being at the end of life.