Download Handbook of Evidence-Based Practices for Emotional and by Hill M. Walker Phd, Frank M. Gresham PhD, James M. Kauffman PDF

By Hill M. Walker Phd, Frank M. Gresham PhD, James M. Kauffman

This authoritative quantity offers state of the art practices for aiding the nearly 20% of modern-day K-12 scholars who've emotional and behavioral problems (EBD) that prevent institution good fortune. major specialists current evidence-based techniques to screening, growth tracking, intervention, and guide inside of a multi-tiered framework. insurance encompasses every little thing from early intervention and prevention to purposes for high-risk young people. Exemplary courses are defined for huge populations of EBD scholars in addition to people with specific problems, together with autism spectrum problems and externalizing habit difficulties. The booklet combines idea and learn with useful details on the right way to opt for interventions and enforce them with integrity.

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Extra resources for Handbook of Evidence-Based Practices for Emotional and Behavioral Disorders: Applications in Schools

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A Gillham et al. (2007) was not included here. The study was technically selective, but selected children without a depressive disorder. b Some studies included more than one type of program content. c Of studies that involved parents in programs, 69% of BOTH studies and 85% of MH-only studies reported efforts to engage parents. The percentages presented in the table reflect all studies (even those not including parents). d Some studies utilized more than one type of measure. 18 School-Based Programs Targeting Academic/Mental Health Functioning 19 Participants and Design Implementation Facilitators BOTH studies were more likely than MHonly studies to implement universal programs (62% vs.

41% 1 year or more, 24% vs. 45% less than 3 months, respectively). Types of Measures Measures were categorized into the following types: standardized test scores, archival data (school and court data), questionnaires (student reports, parent reports, and teacher reports), observer reports, and assessments/ diagnostic criteria. Among BOTH studies, standardized test scores were the most common measure of academic performance (48%), followed by teacher report (43%). , grades, attendance records), while another 24% used observations.

B Some studies included more than one type of program content. c Of studies that involved parents in programs, 69% of BOTH studies and 85% of MH-only studies reported efforts to engage parents. The percentages presented in the table reflect all studies (even those not including parents). d Some studies utilized more than one type of measure. 18 School-Based Programs Targeting Academic/Mental Health Functioning 19 Participants and Design Implementation Facilitators BOTH studies were more likely than MHonly studies to implement universal programs (62% vs.

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