Case Study Research in School Psychology

Kratochwill, Thomas R.

doi:10.1080/02796015.1985.12085164

Cited by 51 publications

(21 citation statements)

References 27 publications

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“…Investigators should ensure treatment integrity by implementing checks on the accuracy of treatment delivery. This can be accomplished through a review of the treatment protocol, scheduling several observations of treatment sessions, and maintaining vigilance for possible subject-related violations of procedures such as when the subject acts as his or her own therapist (Kratochwill, 1985). Running pilots of the treatment procedures and carefully training those involved in treatment delivery also increases confidence in the integrity of treatment.…”

Section: Discussionmentioning

confidence: 99%

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Treatment of a boy's school phobia with in vivo systematic desensitization.

Houlihan

Jones²

1989

Professional School Psychology

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Section: Discussionmentioning

confidence: 99%

“…Several authors have noted the transitory nature of many children's fears (e.g., Barrios et al, 1981;Morris & Krotochwill, 1983, 1985. Although normal children exhibit numerous fears, the frequency of fear responses declines and the type of fear event/ object changes with age.…”

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confidence: 99%

Treatment of a boy's school phobia with in vivo systematic desensitization.

Houlihan

Jones²

1989

Professional School Psychology

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“…Target Behavior Specification. There are several factors to consider during target behavior selection and specification Kratochwill, 1985;Sheridan, Kratochwill, & Bergan, 1996). Specifically, it is beneficial to narrow down behavioral clusters into behaviors that may be clearly operationalized and monitored (e.g., the difference between describing a child-client as "a defiant student7' and describing him as "a student who fails to complete his independent seatwork, especially during math").…”

Section: Problem Identificationmentioning

confidence: 99%

Consultation With School Personnel

Sheridan¹,

Cowan²

2003

Handbook of Pediatric Psychology in School Settings

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Consultation services in school settings is gaining increased recognition in research, training and practice, and is expanding to include a variety of related professionals as consultants (e.g., special educators, counseling psychologists, community psychologists, speech pathologists; Gutkin & Curtis, 1999). There also appears to be a trend in increased consultation between medical professionals (e.g., general physicians, pediatricians, psychiatrists) and school personnel. Whereas the term consultation may have broad meanings across educational, medical, and psychological practice, one common feature is that consultation generally consists of two or more people working together to address concerns regarding a third-party client (Sheridan & Kratochwill, 1991). As applied to school settings, consultation is defined as collaborative problem-solving between a professional consultant (e.g., psychologist, medical expert) and one or more persons (or consultees; e.g., parents, educators) who are responsible for providing some form of educational andlor psychological assistance to a child-client (adapted from Medway, 1979). This definition represents consultation as conceptualized in this chapter. The purpose of this chapter is to introduce school-based consultation as a viable feature of pediatric and psychological services. The salient features of consultation will be presented, including theoretical foundations, models, and stages. Benefits of consultation, research findings, and considerations for conducting consultation in school settings will also be explored. Models of School-based Consultation Three models have been particularly influential within the field of school-based consultation: (1) behavioral consultation (BC; Bergan & Kratochwill, 1990), (2) mental health consultation (MHC; Caplan, 1970), and (3) organizational consultation (Maher, Illback, & Zins, 1984). BC, which is based on behavioral theory and applied behavior analysis, has received the most

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“…Interviewing, observation, analysing records, and using questionnaires are all acceptable methods of data collection and all these kinds of methodology can be found in the case study approach to data collection. Kratochwill (1985) notes that the number and timing of assessment occasions in a case study has a bearing on the researcher"s ability to draw valid inferences; Kratochwill indicates that a case study can be greatly improved by conducting assessment repeatedly throughout the course of investigation. Gettinger and Stoiber (1995) describe an interpretive case study method as having embedded qualitative approaches that seek to understand classroom life.…”

Section: Case Study Researchmentioning

confidence: 99%

“…Insights gained from this process can directly influence policy, practice and future research. Kratochwill (1985) indicates that "increasingly, case study methods have provided an option for practitioners to be involved in research at different levels" (p. 204). In elaborating on this conclusion, Kratochwill lists "Therapeutic/Intervention case studies [where the] researcher is primarily interested in a clinical disorder and develops interventions to treat a client"s problem" (p.…”

Section: Validity and Reliabilitymentioning

confidence: 99%

The Development of a Systemic Approach to the Positive Management of Behaviour in One Secondary School

Hill¹

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<p>This thesis demonstrates one way in which the tenets of positive behaviour support could be used to meet the challenges of enhancing the academic and social learning of students in secondary school. Positive behaviour support (PBS) is a relatively new concept (and certainly new to New Zealand secondary education) which provides innovative ways in which students at secondary school can be supported and their progress through school sustained at the best possible level. A school-wide approach to developing positive behaviour support involves the integration of ecological assessment, measurable outcomes, data-based decision making, evidence-based practices and development of systems supports for these implementing change. This study centres on the development of a Positive Behaviour Support system in one secondary school. The researcher began this study as a collaborative intervention with class teachers to assist individual students at risk of failure or exclusion from school. What emerged was a wider study to meet the developing needs of the school and the staff and students. The emergent study was conducted in three distinct phases. The (original) individual student investigation was followed by a classroom investigation phase using a case study research approach. The third phase, school development, evolved into the beginning of a community of practice model. This mixed method approach to research uses a combination of qualitative and quantitative data sources to record the experience of this secondary school embarking on a journey of school reform as it moves to a school-wide positive behaviour support approach. This thesis describes the development of three tiers of support in a systemic model. It identifies the constituent elements of each tier and makes suggestions about how other schools could initiate a similar model of support in their own context. The study concludes that it is possible to develop a systemic approach within existing school systems. The result of such a development is improved academic outcomes for students, increased efficacy for teachers and effective processes for student support.</p>

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Case Study Research in School Psychology

Cited by 51 publications

References 27 publications

Treatment of a boy's school phobia with in vivo systematic desensitization.

Treatment of a boy's school phobia with in vivo systematic desensitization.

Consultation With School Personnel

The Development of a Systemic Approach to the Positive Management of Behaviour in One Secondary School

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