School Social Work Practice and Response to Intervention

Kelly, Michael S.; Frey, Andy J.; Alvarez, Michelle E.; Berzin, Stephanie Cosner; Shaffer, Gary L.; O’Brien, Kimberly H. McManama

doi:10.1093/cs/32.4.201

Cited by 33 publications

(20 citation statements)

References 20 publications

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“…SSWs must continue to develop collaborative relationships with other professionals to benefit students and employ effective leadership strategies that are deeply embedded within the profession. Embracing additional leadership responsibilities creates ample opportunities for SSWs to closely align social and emotional practices with academic achievement Kelly et al, 2010). Moreover, accepting the challenge to be change champions allows SSWs to exert influence by creatively guiding schools through the RTI/MTSS process.…”

Section: Discussionmentioning

confidence: 99%

“…Historically, SSWs have had a great deal of flexibility in the strategies, interventions, and methods they use to remove learning barriers (Kelly et al, 2010). RTI/MTSS brings consistency to school-wide curriculum, programs, and practices; it also affords SSWs key leadership opportunities to demonstrate specialized skills working with students experiencing behavioral challenges (Lawson, 2010).…”

Section: School Social Work Leadershipmentioning

confidence: 99%

“…Because SSWs play a unique role in expediting RTI/MTSS, their perspective is critical in understanding the challenges and accomplishments of RTI/MTSS. While many studies discuss staff roles and RTI/MTSS implementation (Avant, 2014;Kelly et al, 2010), there appears to be a significant gap in the literature regarding how SSWs' roles and responsibilities are influenced. This research study examined how SSWs perceive the advantages, disadvantages, and challenges of implementing RTI/MTSS.…”

Section: Diffusion Of Innovationsmentioning

confidence: 99%

“…SSWs play a unique role in expediting RTI/MTSS and intervening in the educational process at multiple levels (Clark, Alvarez, Marckmann, & Timm, 2010;Kelly et al, 2010). As active participants on school leadership teams, SSWs may solely design or be integral contributors to RTI/MTSS processes.…”

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confidence: 99%

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School Social Workers as Response to Intervention Change Champions

Avant

Lindsey

2016

ASW

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Section: Discussionmentioning

confidence: 99%

Section: School Social Work Leadershipmentioning

confidence: 99%

Section: Diffusion Of Innovationsmentioning

confidence: 99%

mentioning

confidence: 99%

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School Social Workers as Response to Intervention Change Champions

Avant

Lindsey

2016

ASW

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“…Such findings dovetail neatly with education system initiatives. Response to Intervention approaches seek to implement assessment driven approaches to student learning and behavioral difficulties to rapidly remediate student difficulties and to prevent entry into special education services (Kelly et al, 2010b). Similarly, the Positive Behavioral Intervention and Supports approach focuses on integrated school, classroom, and student behavioral and disciplinary approaches.…”

Section: Discussionmentioning

confidence: 99%

School Social Work in the United States: Current Evidence and Future Directions

Stone¹

2015

Arbor

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This paper surveys the historical and school institutional factors that shape current workforce, programmatic, and practice trends related to school social work in America. A key strand developed throughout is that the field of practice appears to be at a crossroads. It is suggested that this field of practice may be enhanced by placing the central focus on schools as organisations and school-community relations as key targets of intervention. KEYWORDS:School social work; education; academic performance. RESUMEN:Este artículo examina los factores históricos e institucionales que perfilan al personal docente, las tendencias en las programaciones y las prácticas que se desarrollan en la actualidad en el ámbito del trabajo social en la escuela en los Estados Unidos de América. Un aspecto clave derivado de este examen es que la profesión parece estar en una encrucijada. Se sugiere como alternativa a esta situación, centrar la atención y los objetivos fundamentales de intervención en las escuelas como organizaciones, y en las relaciones que se generan entre las escuelas y la comunidad.

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Enhancing Collaboration Between School Nurses and School Psychologists When Providing a Continuum of Care for Children With Medical Needs

Finch

McIntosh

et al. 2015

Psychology in the Schools

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Students who are medically involved often require sustained related services, regular care coordination, and case management to ensure that they are receiving a free and appropriate public education. Exploring the collaboration efforts of school psychologists and school nurses for meeting the educational and related services needs of these students who require hospital transitions was the focus of a nationwide survey with these professionals. We also explored whether the needs of these students were being included in schools’ multi‐tiered frameworks, such as Response to Intervention, Positive Behavioral Interventions and Supports, and/or Multi‐Tiered System of Support, and whether inclusion impacts the professionals’ perceptions of the care coordination process and its effectiveness. School psychologists and school nurses generally reported working together and feeling sufficiently trained to help these students, although school nurses reported less collaboration. School professionals conveyed not having sufficient notice when children return from hospital stays, nor being provided sufficient discharge information, although they agreed that the children are not returning to school too soon. Involvement with a school's multi‐tiered framework and other case management systems was associated with comfort with the transition process, whereas level of experience, caseload, type of school, and number of schools served were not. Policy recommendations and practical strategies based on the findings are provided.

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School Social Work Practice and Response to Intervention

Cited by 33 publications

References 20 publications

School Social Workers as Response to Intervention Change Champions

School Social Workers as Response to Intervention Change Champions

School Social Work in the United States: Current Evidence and Future Directions

Enhancing Collaboration Between School Nurses and School Psychologists When Providing a Continuum of Care for Children With Medical Needs

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