Pilot Study for the Fidelity, Acceptability, and Effectiveness of a PBIS Program plus Mental Health Supports in Under-Resourced Urban Schools

Autor/inn/en	Eiraldi, Ricardo; McCurdy, Barry; Schwartz, Billie; Wolk, Courtney Benjamin; Abraham, Manju; Jawad, Abbas F.; Nastasi, Bonnie K.; Mautone, Jennifer A.
Titel	Pilot Study for the Fidelity, Acceptability, and Effectiveness of a PBIS Program plus Mental Health Supports in Under-Resourced Urban Schools
Quelle	In: Psychology in the Schools, 56 (2019) 8, S.1230-1245 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eiraldi, Ricardo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22272
Schlagwörter	Fidelity; Urban Schools; Positive Behavior Supports; Program Implementation; Program Effectiveness; Mental Health; Student Welfare; Behavior Modification; Cognitive Restructuring; Behavior Problems; Anxiety; Depression (Psychology); School Personnel; Group Therapy; Discipline; Barriers; Intervention; Disadvantaged Schools; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Psychohygiene; Studentenseelsorge; Behaviour modification; Verhaltensänderung; Angst; Schulpersonal; Disziplin
Abstract	This paper describes implementation (fidelity, perceived acceptability) and tier 1 and Tier 2 outcomes of school-wide positive behavior interventions and supports approach including mental health supports at Tier 2 in two K-8 urban schools. Interventions for Tier 2 consisted of three manualized group cognitive behavioral therapy (GCBT) protocols for externalizing behavior problems, depression, and anxiety. Tier 1 and Tier 2 interventions were implemented with fidelity but program feasibility for Tier 2 was in question because school personnel needed a great deal of external support to implement the interventions. Tier 1 interventions were associated with a decrease in office discipline referrals. Students participating in GCBT showed a significant decrease in mental health diagnostic severity at posttreatment. A discussion of perceived and actual implementation barriers and how they were addressed is provided. Implications for practice in low-income urban schools are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01