Between-teacher variance of students' teacher-rated risk for emotional, behavioral, and adaptive functioning

Splett, Joni W.; Raborn, Anthony; Brann, Kristy L.; Smith-Millman, Mills; Halliday, Colleen A.; Weist, Mark D.

doi:10.1016/j.jsp.2020.04.001

Cited by 27 publications

(36 citation statements)

References 45 publications

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“…For example, a recent survey of 3,645 students in high-performing high schools discovered that 70% felt often or always stressed by schoolwork, 60.9% felt that schoolwork had kept them from doing other things such as spending time with family and friends, 24% indicated that they frequently felt depressed and used over-the-counter or legal stimulants, and 8% reported use of illegal stimulants or drugs to boost their performance (Conner et al, 2009). Additional concerns have been raised that considerable variation exists in teacher reports of the at-risk levels of students who struggle emotionally (Splett et al, 2020), which has serious implications for which children actually receive treatment. Data such as these indicate that perhaps the keys to solving the educational challenge in this country will need to be broader than pure academic interventions.…”

mentioning

confidence: 99%

A Large-Scale Naturalistic Evaluation of the AIM Curriculum in a Public-School Setting

Dixon

Paliliunas

Weber

et al. 2021

Behav Analysis Practice

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This study evaluated the effectiveness of the AIM curriculum when implemented in a public-school setting by schoolteachers and direct care staff. Three hundred eighteen students took part in this quasiexperimental design where all received the AIM curriculum every day for an entire school year. The participants completed a series of self-assessments (the Avoidance and Fusion Questionnaire for Youth, the Child and Adolescent Mindfulness Measure, and the Strength and Difficulties Questionnaire) at the onset of the study and at the end of the school year to assess psychological flexibility, mindfulness, and emotional behavioral skills. Results suggest that at the end of the school year, participants increased psychological flexibility and mindfulness. State standardized testing scores also showed increases school-wide as compared to the previous 2 years. These results suggest that the AIM curriculum may be effective in large school settings, appeared easy to implement by school staff to address the needs of both the individual student and the entire student body, and likely participated in improving school-wide academic success.

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mentioning

confidence: 99%

A Large-Scale Naturalistic Evaluation of the AIM Curriculum in a Public-School Setting

Dixon

Paliliunas

Weber

et al. 2021

Behav Analysis Practice

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“…It should be realized that the ability to convey information by each student is actualized through the opportunities provided by the lecturer. It is also in the same tone with Splett that engaging the students within the activity during the learning process is able to raise their self-confidence and ability up [5].…”

Section: Resultsmentioning

confidence: 91%

Reconstruction Of Instructional Material For Christian Higher Education; A Way Of Strenghtening Attitude Upon Fear Of God

Sihombing¹

2020

Proceedings of the First International Conference on Christian and Inter Religious Studies, ICCIRS 2019, December 11-14 2019, M

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This article purposively deals with the research result and its implication in human life. The conducted research belongs to ethnography research which is purely applied qualitative method by using social-involving approach coring on the problem of the research namely "How to reconstruct instructional material for Christian higher education?". Technique of sampling was done by using purposive sampling, by selecting certain informants for certain purposes. Data gathering was done by distributing questionnaire, interview, and observation. Data analysis was done by using descriptive qualitative analysis. The research result showed that the attitude/character of the students can be well-formed and sharpened or strengthened throughout reconstructing the instructional material that was taught to the learners. It was found that the bad character of the murderer student at the vocational school in Manado city upon his died-killed religious teacher, was caused by the school learning schedule that was not suitable for students circumstances regarding character building for all around the school. The novelty of the research bearing to the human life is, that learning material is the essential part of education to design.

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“…Several studies have tested aspects of the Gateway Provider Model and found that teacher identification of youth with emotional and behavioral disorders indeed varies as a function of student problem type, race/ethnicity, and gender (Chang & Sue, 2003;Green et al, 1996;Loades & Mastroyannopoulou, 2010;Splett et al, 2020). For example, studies have found that teachers are less likely to identify youth of color than their non-Latinx white peers as needing mental health supports and are less likely to encourage youth of color to use those services (Alegría et al, 2012;Chang & Sue, 2003;Lau et al, 2003).…”

Section: Teachers' Role In the Referral Processmentioning

confidence: 99%

“…For example, teacher ratings of student behavior have been found to be linked to the teachers' own experiences of burnout and self-efficacy (McLean et al, 2019). In addition, a study by Splett et al (2020) found significant between-teacher variance in teacher ratings of student behavior, with greater variance in ratings of internalizing than externalizing behaviors. This result suggests that the likelihood of students receiving a needed referral is dependent upon characteristics of their teacher, a finding that is consistent with data showing that teachers-in-training in the U.S. tend to receive little to no instruction in social emotional wellbeing or identification of mental health problems as part of teacher preparation (Reinke et al, 2011;State et al, 2011).…”

Section: Teachers' Role In the Referral Processmentioning

confidence: 99%

Teacher and School Characteristics Associated with the Identification and Referral of Adolescent Depression and Oppositional Defiant Disorders by U.S. Teachers

Green

Oblath

Holt

2022

School Mental Health

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Teachers contribute to the process of identifying and referring students for mental health services, however, relatively little is known about how they make those decisions and how decision-making differs across school contexts. This study used a vignette-based method to investigate individual and school contextual factors associated with the likelihood that teachers identify and refer students for mental health services. Teachers were recruited from public middle and high schools across the U.S. using a stratified random sampling strategy. Teachers (N = 462) responded to vignettes by indicating their concern for students, as well as their likelihood of providing mental health referrals. Vignettes varied by problem type (depression, oppositional defiant disorder), problem severity (moderate, severe), and student gender (male, female). Data on school characteristics were extracted from the U.S. Department of Education database. Regression models indicated several significant associations of teacher demographic characteristics and school characteristics with vignette ratings. For example, female teachers were more likely than males to rate vignettes as concerning, and middle school teachers were more likely than high school teachers to indicate they would refer students for mental health services. Teachers in schools with a higher proportion of Black students rated depression vignettes as less serious and indicated they were less likely to refer students for mental health services than teachers in majority white schools. Results suggest school characteristics may contribute to established disparities in mental health service access. Findings have implications for targeting mental health supports in schools.

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Between-teacher variance of students' teacher-rated risk for emotional, behavioral, and adaptive functioning

Cited by 27 publications

References 45 publications

A Large-Scale Naturalistic Evaluation of the AIM Curriculum in a Public-School Setting

A Large-Scale Naturalistic Evaluation of the AIM Curriculum in a Public-School Setting

Reconstruction Of Instructional Material For Christian Higher Education; A Way Of Strenghtening Attitude Upon Fear Of God

Teacher and School Characteristics Associated with the Identification and Referral of Adolescent Depression and Oppositional Defiant Disorders by U.S. Teachers

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