Interdisciplinary Collaboration: Cognitive Behavioral Interventions in Special  Education and School Psychology

Banks, Tachelle; Squires, Garry; Anhalt, Karla

doi:10.4236/ce.2014.510089

Cited by 9 publications

(14 citation statements)

References 52 publications

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“…Sukhodolsky, Kassinove, and Gorman reported that cognitive behavioural therapy corrected anger in children and adolescents. The result of this study is also in line with the work of Banks, Squires, and Anhalt (2014), who worked on interdisciplinary collaboration: cognitive behavioural interventions in special education and school psychology.…”

Section: Discussionsupporting

confidence: 83%

Effect of Cognitive Behavioural Intervention on Aggression and Violence of Pupils With Problem Behaviours in Primary School in Abuja

2022

tmuj

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This study intervened in the problem behaviours of aggression and violence noticed in Nigerian primary schools in Abuja F.C.T using Cognitive Behavioural Intervention (CBI). The study employed a quasi-experimental research design. The study population comprises all primary school pupils in Abuja FCT, Nigeria. Two purposes, research questions and hypotheses, guided this study. The sample size consists of 44 pupils, drawn from six primary schools purposively sampled from 40 schools in FCT. The instrument used for data collection was the aggression and Violence Questionnaire (AVQ). Data were analyzed using means and analysis of covariance (ANCOVA). Findings indicate that Cognitive Behavioural Intervention (CBI) positively affects aggression and violence, leading to a change in behaviours. It is recommended that Cognitive Behavioural Intervention (CBI) should be employed in all primary schools in Nigeria and the world as an Intervention and corrective mechanism to problem behaviours in the classroom to enhance teaching and learning in schools.

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Section: Discussionsupporting

confidence: 83%

Effect of Cognitive Behavioural Intervention on Aggression and Violence of Pupils With Problem Behaviours in Primary School in Abuja

2022

tmuj

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“…Focusing on the psychosocial and academic aspects in school is thought to have positive effects on students' well-being, learning environment and learning outcomes, to lower dropout rates and, in the long term, reduce mental health issues and decrease unemployment (Banks, Squires, & Anhalt, 2014;Holen & Waagene, 2014). Many researchers believe that collaboration across professions, that is, between teachers, nurses and social workers, is a necessary and viable tool in an educational world of increasing complexity (Mellin, 2009;Winitzky, Sheridan, Crow, Welch, & Kennedy, 1995).…”

Section: Introductionmentioning

confidence: 99%

Interprofessional collaboration in school: Effects on teaching and learning

Borg

Drange

2019

Improving Schools

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The main objective of this study is to identify and understand interprofessional collaboration practices in schools using a mixed-methods design. First, we conducted a literature review on interprofessional collaboration in schools to give insights into the ways teachers and other professions collaborate with each other, and what kind of interprofessional interventions show positive effects on teaching and learning. Second, we collected data from five Norwegian elementary schools to gain knowledge of factors that facilitate and hinder interprofessional collaboration. The results show that interprofessional collaboration was defined differently in the literature, and that research is lacking on interprofessional collaboration that involves multiple professions in school. Interventions in which social workers and school nurses were involved gave positive, though small-to-moderate, effects on a range of outcome measures. However, interventions that targeted the whole school were found to be the most promising for making changes that persist over time.

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“…This may be a function of the study's focus on school-based services; those referred in medical settings may not be receiving services outside of the clinic. While collaboration between clinical or medical and school professionals are associated with increased service implementation (Banks et al, 2014), it is not legally required. To accommodate the multitude of avenues that lead to REM students receiving ADHD services, interdisciplinary collaboration with schools should increase.…”

Section: Discussionmentioning

confidence: 99%

School‐based ADHD services: Perspectives from racially and ethnically minoritized students

Golson

Roanhorse

McClain

et al. 2022

Psychology in the Schools

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Attention-deficit/hyperactivity disorder (ADHD) can impact students' academic, social, and behavioral outcomes.To improve student outcomes, schools regularly identify students with ADHD and develop relevant educational programming. However, the extant research that supports these practices underrepresents racially and ethnically minoritized (REM) students. To address this gap, this study investigates the experiences of REM students (N = 35) receiving school-based ADHD services. The average participant age was 15.8 years, and the majority of participants were male (57.1%). Results from this phenomenological investigation revealed 5 themes and 14 subthemes describing REM students' thoughts, feelings, and experiences of ADHD assessment, intervention, and parent involvement in these processes. These findings suggest REM adolescent students should be informed decision-makers in their school-based services, though they are often left out of the planning process. Additionally, student reports support the involvement of parents and interdisciplinary community professionals in school-based services.

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Interdisciplinary Collaboration: Cognitive Behavioral Interventions in Special Education and School Psychology

Cited by 9 publications

References 52 publications

Effect of Cognitive Behavioural Intervention on Aggression and Violence of Pupils With Problem Behaviours in Primary School in Abuja

Effect of Cognitive Behavioural Intervention on Aggression and Violence of Pupils With Problem Behaviours in Primary School in Abuja

Interprofessional collaboration in school: Effects on teaching and learning

School‐based ADHD services: Perspectives from racially and ethnically minoritized students

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