Creative Problem Solving for General Education Intervention Teams

Bahr, Michael W.; Walker, Keith; Hampton, Eric M.; Buddle, Bonita S.; Freeman, Tamyra; Ruschman, Nancy; Sears, Jennifer; McKinney, Angela; Miller, Maurice; Littlejohn, William

doi:10.1177/07419325060270010401

Cited by 13 publications

(5 citation statements)

References 12 publications

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“…Although the degree to which imagination can be enhanced is uncertain. Therefore help from the university will lead to innovation through several resources [66]. This study also analyzes the link between PCD, ATE, and EI.…”

Section: Discussion: Entrepreneurial Intention and Open Innovationmentioning

confidence: 99%

Entrepreneurial Intention: Creativity, Entrepreneurship, and University Support

Anjum

Farrukh

Heidler

et al. 2021

Journal of Open Innovation: Technology, Market, and Complexity

106

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To study the impact of perceived creativity disposition on entrepreneurial attitude and intentions, based on the theory of planned behavior, a model of the relationship between perceived creativity disposition and entrepreneurial intentions and attitude was constructed, relevant hypotheses were proposed, and the moderation mechanism of perception of university support on perceived creativity disposition and entrepreneurial intentions was also developed and analyzed. The study population included university business students in Pakistan. A sample of 330 students was selected from eight universities in Lahore and Islamabad, Pakistan. A random stratified sampling technique was executed. For this study, a cross-sectional and quantitative research design was used based on the survey process. The two-part questionnaire was used for data collection. Smart-PLS software version 3.2.7 was used to assess the hypothesis of this study. It was found that perceived creativity disposition and attitude toward entrepreneurship has a positive influence on entrepreneurial intention. It was also discovered that the perception of university support moderates the relationship between perceived creativity disposition and entrepreneurial intention. In this study, the moderation effect of perception of university support on the relationship between perceived creativity disposition and entrepreneurial intention was acknowledged. As a policy implication, the government should ensure students with an innovative entrepreneurial environment and well-built perception of university support are supported through different channels. Finally, a conceptual model was proposed based on adopting the theory of planned behavior, and the study ends with a conclusion and implications for future research.

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Section: Discussion: Entrepreneurial Intention and Open Innovationmentioning

confidence: 99%

Entrepreneurial Intention: Creativity, Entrepreneurship, and University Support

Anjum

Farrukh

Heidler

et al. 2021

Journal of Open Innovation: Technology, Market, and Complexity

106

View full text Add to dashboard Cite

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“…Having a set agenda and process for the team meeting helps to ensure that the needed tasks will be completed within the time allotted. The role of a team facilitator is also essential (Doll et al, 2005; Hampton, 2004), as this person conducts the meeting and carefully monitors the time and the flow of the process (Bahr et al, 2006). Team members report that having an effective team facilitator is a key factor in both efficient and effective meetings (Hampton, 2004).…”

Section: Strategies For Maximizing Team Effectiveness and Efficiencymentioning

confidence: 99%

“…Unfortunately, the literature suggests that high‐quality team problem‐solving practices are more likely when implemented as part of a university or research‐based project (Doll et al, 2005). However, Bahr et al (2006) reported comparable outcomes for teams trained by statewide project staff and district trainers who had been part of a train‐the‐trainer program with project staff. It is important to note that both types of training (project staff and district trainers) also included follow‐up coaching with school teams that was provided by project staff.…”

Section: Strategies For Maximizing Team Effectiveness and Efficiencymentioning

confidence: 99%

Maximizing the effectiveness of building teams in response to intervention implementation

Nellis

2012

Psychology in the Schools

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In the school setting, teams are abundant, often serving multiple purposes, having various titles, and consisting of diverse members. Teams are considered an essential component of Response to Intervention (RtI) and are the vehicle through which data-based decision making occurs at the school, grade, small-group, and individual student level. Thus, high-quality teaming practices are critical for the realization of the potential outcomes associated with RtI and intervention efforts. Existing research has identified various barriers to the implementation of high-quality team practices. This article summarizes the history of teaming in schools, discusses potential barriers, and offers strategies for enhancing team practices and maximizing the outcomes of teaming. C 2012 Wiley Periodicals, Inc.

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“…In another study that compared the sustained implementation of Parent-Child Interaction Therapy (PCIT) following three training models (TT, learning collaborative, and distance education), therapists in the TT condition reported higher EBP penetration (i.e., greater number of patients treated with PCIT) compared to those in the other conditions [13]. In a study in the school setting, school teams trained via a TT approach to assist students with academic and behavior di culties using a problem-solving approach, scored higher on several indexes of team effectiveness (e.g., communicating clearly with one another; developing manageable interventions for teachers and students) compared to teams in control schools [15].…”

Section: Train-the-trainer Implementation Outcomesmentioning

confidence: 99%

Implementation fidelity, student outcomes, and cost-effectiveness of train-the-trainer strategies for Masters-level therapists in urban schools: a cluster randomized trial

Eiraldi

Lawson

Glick

et al. 2023

Preprint

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Background: Little is known about the effectiveness and cost-effectiveness of train-the-trainer (TT) implementation strategies in supporting mental health evidence-based practices (EBPs) in schools, and about the optimal level of support needed for TT strategies. TT implementation strategies have been found to be effective and are increasingly being employed in large mental health systems to address the growing need for mental health services. However, very little research has been conducted using TT implementation strategies in schools. Masters-level therapists providing services in school settings need effective and cost-effective implementation strategies and TT is a promising approach to meet student mental health needs. Methods: A type 2 hybrid cluster randomized controlled trial was conducted comparing two TT implementation strategies (Train-the-Trainer [TT], and Train-the-Trainer + ongoing consultation for trainers [TT+]) on the delivery of a group cognitive behavioral treatment protocol for anxiety disorders in 22 urban schools. Participants were 33 therapists, 29 supervisors, and 125 students at risk for anxiety disorders. Implementation outcomes included implementation fidelity and treatment dosage. Student outcomes were child- and parent-reported symptoms of anxiety, child-reported symptoms of depression, and teacher-reported academic engagement. Results: There were no significant differences for implementation fidelity and treatment dosage between therapists in the TT and TT+ conditions. However, as predicted, therapists receiving both types of TT implemented the intervention with relatively high levels of implementation fidelity, and we could not be 95% confident that TT+ was cost-effective compared to TT. The cost of TT was lower than TT+ and still maintained relatively high levels of fidelity. A mixed effects modeling approach for student outcomes revealed time effects for symptoms of anxiety and depression reported by students, and emotional disaffection reported by teachers. Regardless of the TT condition, the time effects indicated an improvement from pre-treatment to post-treatment in symptoms of anxiety and depression and academic emotional engagement. There were no condition or condition x times effects. The average cost of therapist, supervisor, and consultant time required to implement the intervention in each condition were $1002 for TT and $1422 for TT+. The point estimate for the cost-effectiveness ratio indicated that TT+ increases costs by $82 per one point improvement in the content fidelity score. Conclusions: A TT implementation approach consisting of a thorough initial training workshop for therapists and supervisors as well as ongoing supervision for therapists was found to be effective for obtaining adequate levels of fidelity at a lower cost, compared to the TT+ condition that also included ongoing external expert consultation for supervisors. Trial registration: ClinicalTrials.gov identifier: NCT02651402

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Creative Problem Solving for General Education Intervention Teams

Cited by 13 publications

References 12 publications

Entrepreneurial Intention: Creativity, Entrepreneurship, and University Support

Entrepreneurial Intention: Creativity, Entrepreneurship, and University Support

Maximizing the effectiveness of building teams in response to intervention implementation

Implementation fidelity, student outcomes, and cost-effectiveness of train-the-trainer strategies for Masters-level therapists in urban schools: a cluster randomized trial

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