Engaging families in school-based preventive interventions for aggressive youth can be especially... more Engaging families in school-based preventive interventions for aggressive youth can be especially challenging. The current article describes an integration of a parent engagement model, called the Family Check-Up, with an evidence-based intervention for youth with aggressive behaviours called Coping Power. The overall goal of the integration was to increase parental involvement and exposure to the core elements of the Coping Power programme to optimize impact on families and their children. We describe both models, summarize evidence of their efficacy when implemented alone, and provide a rationale for their integration. We also provide case examples to illustrate the implementation of the integrated programme in schools as well as feasibility data to support its continued study and implementation.
The present study investigated the role of low academic competence in the emergence of depressive... more The present study investigated the role of low academic competence in the emergence of depressive cognitions and symptoms. Structural equation modeling was conducted on a longitudinal sample of African American boys (n = 253) and girls (n = 221). Results supported the hypothesized path models from academic competence in 1st grade to depressive symptoms in 7th grade, controlling for a host of correlated constructs (conduct problems, inattention, social problems). Perceived control in 6th grade mediated the effect of academic competence on depressive symptoms. Although the models fit the data well for both boys and girls, the path coefficients were notably larger for girls; in particular, multiple-group analysis revealed a statistically stronger effect of low academic competence on perceptions of control for girls. The study and findings fit well with counseling psychologists' commitment to prevention activities and to culture-specific research. Implications for designing interven...
This article focuses on the Incredible Years Teacher Classroom Management (IY TCM) intervention a... more This article focuses on the Incredible Years Teacher Classroom Management (IY TCM) intervention as an example of an evidence-based program that embeds fidelity and adaptation within its design. First, the core features of the IY TCM program along with the methods, processes, and principles that make the intervention effective are described. The importance of fidelity and methods for effectively measuring fidelity are discussed. In addition, support mechanisms (training, mentoring, consultation, and coaching) necessary to facilitate high fidelity of implementation of IY TCM are highlighted. The goal is to clarify the underlying principles and supports needed to effectively allow IY group leaders to disseminate the IY TCM among teachers with diverse backgrounds and skills, who work with students with varying developmental, academic, and socialemotional needs. Often fidelity and adaptation are thought of as mutually exclusive, but in the IY model they are considered both complementary ...
Introduction: Abundant research has documented the effects of particular classroom management str... more Introduction: Abundant research has documented the effects of particular classroom management strategies (e.g., praise, reprimands, inconsistent discipline) on student outcomes and classroom climates (Haydon et al., 2010; Simonsen et al., 2010). Recent research has broadened the focus beyond individual variables to examine patterns of strategies within given classrooms (e.g. Dever & Karabenick, 2011; Gregory et al., 2010). This line of research seeks to identify different types of classroom environments based on the relative occurrence of various well-established classroom management variables. In this study, we identified profiles of classrooms based on four dimensions of classroom practices (praise, criticisms, inconsistent discipline, and harsh interactions) and then determined whether these profiles were differentially associated with important classroom and student outcomes. Method: Ninety seven kindergarten (n=42) and first grade (n=55) teachers in fourteen public elementary s...
Introduction: Parent involvement in education is associated with a wide range of benefits for stu... more Introduction: Parent involvement in education is associated with a wide range of benefits for students (Jeynes, 2003, 2005, 2007). Unfortunately, families from disadvantaged backgrounds and those with children with the highest service needs have the lowest level of school participation (Park et al., 1994; El Nokali et al., 2010). Teacher perceptions of parent involvement patterns, especially levels of contact and comfort, are important predictors of student outcomes (Barnard, 2004; Bakker et al., 2007; Miller-Johnson & Maumary-Gremaud, 1995). A recent study found that teachers were most likely to report low levels of comfort with parents of students with academic/behavior problems even though their contact levels with these parents was comparable to the majority of other parents (Stormont et al., 2013). This study examines the effects of the Incredible Years Teacher Classroom Management program (IY TCM) on teacher perceptions of parent contact and comfort. IY TCM includes components...
This study compared 5 scoring methods in terms of their statistical assumptions. They were then u... more This study compared 5 scoring methods in terms of their statistical assumptions. They were then used to score the Teacher Observation of Classroom Adaptation Checklist, a measure consisting of 3 subscales and 21 Likert-type items. The 5 methods used were (a) sum/average scores of items, (b) latent factor scores with continuous indicators, (c) latent factor scores with ordered categorical indicators using the mean-and variance-adjusted weighted least squares estimation method, (d) latent factor scores with ordered categorical indicators using the full information maximum likelihood estimation method, and (e) multidimensional graded response model using the Bock-Aitkin expectation-maximization estimation procedure. Measurement invariance between gender groups and between free/reduced-price lunch status groups was evaluated with the second, third, fourth, and fifth methods. Group mean differences based on the 5 methods were calculated and compared.
In school-based settings, coaching is described as a professional development practice in which a... more In school-based settings, coaching is described as a professional development practice in which a person with specialized knowledge works with a teacher to change current practices to better student outcomes. Coaching has emerged as a strategy to support the successful deployment of evidence-based interventions. Still, little is known about the coaching process itself, and the literature does not yet clearly define the activities and skills that comprise the coaching process. In this article, we explore theoretical support for motivational interviewing (MI) [Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change. New York, NY: Guilford Press] as a behavior change theory to guide coaching practice and research. In addition, we propose activities to conceptualize the coaching process, identify skills that are likely to contribute to successful coaching, highlight specific interventions or models that have used an MI approach to increase implementation fidelity within the context of a coaching relationship, and discuss implications for future research and practice.
Describing co-occurring symptom patterns among children in nonwestern contexts may have important... more Describing co-occurring symptom patterns among children in nonwestern contexts may have important implications for how emotional and behavior problems are defined, conceptualized, studied, and ultimately prevented. A latent profile analysis (LPA) was conducted on the co-occurring psychiatric symptoms of 196 Chinese children living in poverty. Child depression, anxiety, aggression, and self-esteem scores were used as indicators in the LPA. Three
The purpose of the study was to explore the effectiveness of a brief, feasible, and cost-effectiv... more The purpose of the study was to explore the effectiveness of a brief, feasible, and cost-effective universal screener for kindergarten readiness. The study examined whether teacher ratings of kindergarteners' academic, behavioral, and overall readiness at the beginning of the year were predictive of academic, emotional, and behavioral outcomes at the end of the year. Participants included 19 kindergarten teachers and their students (n = 350) from 6 urban elementary schools; all teachers were female and the majority of children were African American (74%) or White (23%). Thirty-six percent of children qualified for free or reduced lunch. Teachers completed single-item ratings of student readiness as well as full scale ratings of student prosocial skills, disruptive behaviors, and academic competence. Students also completed a standardized academic achievement test. Independent observers rated disruptive behaviors in the classroom. Readiness items had statistically significant relations with a range of academic, emotional, and behavior indicators. Hierarchical linear regression analyses found that readiness items predicted end-of-year outcomes when controlling for baseline covariates. Items also predicted higher likelihood of negative academic and behavior categorical outcomes and demonstrated classification utility. Schools need universal screening options that are feasible and easy to implement school-wide. The screening tool presented in this study offers a viable, psychometrically strong option for school teams and professionals interested in universal screening. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
This article presents an overview of the health disparities problem that exists among individuals... more This article presents an overview of the health disparities problem that exists among individuals from ethnic minority and low-income backgrounds and their majority counterparts. The argument is made that the involvement of counseling psychologists in addressing this health disparities problem presents an opportunity for the field to remain true to its commitment to prevention, multiculturalism, and social justice while becoming more competitive in the health care and health promotion fields. This article highlights the prevalence of health disparities and identifies the primary factors contributing to these disparities. In addition, the roles and approaches that counseling psychologists can adopt to help alleviate this problem are specified.
We examined the agreement between mothers and fathers with regard to their children's internalizi... more We examined the agreement between mothers and fathers with regard to their children's internalizing symptoms and tested predictors of rating discrepancies. The clinic sample included 181 children (ages 3 to 8) and their mothers and fathers who were participating in a parenting treatment study for children with behavioral problems. Mother-father agreement for ratings of internalizing problems was found to be moderate and consistent with previous research. Regression analyses revealed that parental stress, but not depression, predicted some of the variance associated with mother-father rating discrepancies. A gender effect was also found such that parent discrepancies were larger for girls than for boys. Much of the variance associated with rating discrepancies was left unexplained. Implications for both research and practice are discussed.
The Incredible Years (IY) Series includes separate group interventions to improve parenting inter... more The Incredible Years (IY) Series includes separate group interventions to improve parenting interactions, teacher classroom management, and child social-emotional regulation. Although originally developed to treat early-onset conduct problems, IY targets many of the proposed mechanisms and risk factors for internalizing distress in early childhood. Prior studies have demonstrated the effects of the IY parent intervention on co-occurring depressive symptoms.
The purpose of the study was to explore patterns of parent involvement as perceived by teachers a... more The purpose of the study was to explore patterns of parent involvement as perceived by teachers and identify correlates of these patterns. Parent involvement indicators and correlates were selected from a review of existing research. Participants included 34 teachers and 577 children in kindergarten through third grade. The vast majority of the sample was African American (78%), followed by Caucasian (19%) and other ethnic backgrounds (2%). Two subscales from the Parent Involvement-Teacher scale, contact and comfort, were entered as indicators in a latent profile analysis to determine the number and types of parent involvement classes. Contact included the frequency of interactions between parents and teachers; comfort included the quality of their relationship with the parent and how well their goals were aligned. Subsequent latent class regressions were conducted to identify student, school, and family characteristics associated with class membership. Three classes provided the optimal solution. This included two classes of parents with low contact with teachers but different comfort levels; one with low contact and low comfort (11%), and one with low contact but high comfort (71%). The remaining class, representing 18% of parents, was rated high on both contact and comfort. Low income status, family problems, and social, emotional, academic, and self-regulation problems distinguished the low comfort class from the other two classes. It is imperative to help teachers feel more comfortable working with families who may be experiencing substantial stressors and who also have children who need support across school and home settings.
Much progress has been made in helping families improve their relationships and provide effective... more Much progress has been made in helping families improve their relationships and provide effective environments for their children. However, an ongoing challenge in implementing these practices is to actively engage families in interventions for youth. Most effective treatments for youth require some level of caregiver involvement. Research has identified many barriers that prevent families from seeking services for their child and/or from fully participating in these services. Fortunately, a growing literature has now emerged about the necessary ingredients for fostering family participation in psychosocial services. The purpose of this article is to build off the work of Affronti and by describing specific methods for promoting initial and sustained parent motivation in residential care service delivery.
Engaging families in school-based preventive interventions for aggressive youth can be especially... more Engaging families in school-based preventive interventions for aggressive youth can be especially challenging. The current article describes an integration of a parent engagement model, called the Family Check-Up, with an evidence-based intervention for youth with aggressive behaviours called Coping Power. The overall goal of the integration was to increase parental involvement and exposure to the core elements of the Coping Power programme to optimize impact on families and their children. We describe both models, summarize evidence of their efficacy when implemented alone, and provide a rationale for their integration. We also provide case examples to illustrate the implementation of the integrated programme in schools as well as feasibility data to support its continued study and implementation.
The present study investigated the role of low academic competence in the emergence of depressive... more The present study investigated the role of low academic competence in the emergence of depressive cognitions and symptoms. Structural equation modeling was conducted on a longitudinal sample of African American boys (n = 253) and girls (n = 221). Results supported the hypothesized path models from academic competence in 1st grade to depressive symptoms in 7th grade, controlling for a host of correlated constructs (conduct problems, inattention, social problems). Perceived control in 6th grade mediated the effect of academic competence on depressive symptoms. Although the models fit the data well for both boys and girls, the path coefficients were notably larger for girls; in particular, multiple-group analysis revealed a statistically stronger effect of low academic competence on perceptions of control for girls. The study and findings fit well with counseling psychologists' commitment to prevention activities and to culture-specific research. Implications for designing interven...
This article focuses on the Incredible Years Teacher Classroom Management (IY TCM) intervention a... more This article focuses on the Incredible Years Teacher Classroom Management (IY TCM) intervention as an example of an evidence-based program that embeds fidelity and adaptation within its design. First, the core features of the IY TCM program along with the methods, processes, and principles that make the intervention effective are described. The importance of fidelity and methods for effectively measuring fidelity are discussed. In addition, support mechanisms (training, mentoring, consultation, and coaching) necessary to facilitate high fidelity of implementation of IY TCM are highlighted. The goal is to clarify the underlying principles and supports needed to effectively allow IY group leaders to disseminate the IY TCM among teachers with diverse backgrounds and skills, who work with students with varying developmental, academic, and socialemotional needs. Often fidelity and adaptation are thought of as mutually exclusive, but in the IY model they are considered both complementary ...
Introduction: Abundant research has documented the effects of particular classroom management str... more Introduction: Abundant research has documented the effects of particular classroom management strategies (e.g., praise, reprimands, inconsistent discipline) on student outcomes and classroom climates (Haydon et al., 2010; Simonsen et al., 2010). Recent research has broadened the focus beyond individual variables to examine patterns of strategies within given classrooms (e.g. Dever & Karabenick, 2011; Gregory et al., 2010). This line of research seeks to identify different types of classroom environments based on the relative occurrence of various well-established classroom management variables. In this study, we identified profiles of classrooms based on four dimensions of classroom practices (praise, criticisms, inconsistent discipline, and harsh interactions) and then determined whether these profiles were differentially associated with important classroom and student outcomes. Method: Ninety seven kindergarten (n=42) and first grade (n=55) teachers in fourteen public elementary s...
Introduction: Parent involvement in education is associated with a wide range of benefits for stu... more Introduction: Parent involvement in education is associated with a wide range of benefits for students (Jeynes, 2003, 2005, 2007). Unfortunately, families from disadvantaged backgrounds and those with children with the highest service needs have the lowest level of school participation (Park et al., 1994; El Nokali et al., 2010). Teacher perceptions of parent involvement patterns, especially levels of contact and comfort, are important predictors of student outcomes (Barnard, 2004; Bakker et al., 2007; Miller-Johnson & Maumary-Gremaud, 1995). A recent study found that teachers were most likely to report low levels of comfort with parents of students with academic/behavior problems even though their contact levels with these parents was comparable to the majority of other parents (Stormont et al., 2013). This study examines the effects of the Incredible Years Teacher Classroom Management program (IY TCM) on teacher perceptions of parent contact and comfort. IY TCM includes components...
This study compared 5 scoring methods in terms of their statistical assumptions. They were then u... more This study compared 5 scoring methods in terms of their statistical assumptions. They were then used to score the Teacher Observation of Classroom Adaptation Checklist, a measure consisting of 3 subscales and 21 Likert-type items. The 5 methods used were (a) sum/average scores of items, (b) latent factor scores with continuous indicators, (c) latent factor scores with ordered categorical indicators using the mean-and variance-adjusted weighted least squares estimation method, (d) latent factor scores with ordered categorical indicators using the full information maximum likelihood estimation method, and (e) multidimensional graded response model using the Bock-Aitkin expectation-maximization estimation procedure. Measurement invariance between gender groups and between free/reduced-price lunch status groups was evaluated with the second, third, fourth, and fifth methods. Group mean differences based on the 5 methods were calculated and compared.
In school-based settings, coaching is described as a professional development practice in which a... more In school-based settings, coaching is described as a professional development practice in which a person with specialized knowledge works with a teacher to change current practices to better student outcomes. Coaching has emerged as a strategy to support the successful deployment of evidence-based interventions. Still, little is known about the coaching process itself, and the literature does not yet clearly define the activities and skills that comprise the coaching process. In this article, we explore theoretical support for motivational interviewing (MI) [Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change. New York, NY: Guilford Press] as a behavior change theory to guide coaching practice and research. In addition, we propose activities to conceptualize the coaching process, identify skills that are likely to contribute to successful coaching, highlight specific interventions or models that have used an MI approach to increase implementation fidelity within the context of a coaching relationship, and discuss implications for future research and practice.
Describing co-occurring symptom patterns among children in nonwestern contexts may have important... more Describing co-occurring symptom patterns among children in nonwestern contexts may have important implications for how emotional and behavior problems are defined, conceptualized, studied, and ultimately prevented. A latent profile analysis (LPA) was conducted on the co-occurring psychiatric symptoms of 196 Chinese children living in poverty. Child depression, anxiety, aggression, and self-esteem scores were used as indicators in the LPA. Three
The purpose of the study was to explore the effectiveness of a brief, feasible, and cost-effectiv... more The purpose of the study was to explore the effectiveness of a brief, feasible, and cost-effective universal screener for kindergarten readiness. The study examined whether teacher ratings of kindergarteners' academic, behavioral, and overall readiness at the beginning of the year were predictive of academic, emotional, and behavioral outcomes at the end of the year. Participants included 19 kindergarten teachers and their students (n = 350) from 6 urban elementary schools; all teachers were female and the majority of children were African American (74%) or White (23%). Thirty-six percent of children qualified for free or reduced lunch. Teachers completed single-item ratings of student readiness as well as full scale ratings of student prosocial skills, disruptive behaviors, and academic competence. Students also completed a standardized academic achievement test. Independent observers rated disruptive behaviors in the classroom. Readiness items had statistically significant relations with a range of academic, emotional, and behavior indicators. Hierarchical linear regression analyses found that readiness items predicted end-of-year outcomes when controlling for baseline covariates. Items also predicted higher likelihood of negative academic and behavior categorical outcomes and demonstrated classification utility. Schools need universal screening options that are feasible and easy to implement school-wide. The screening tool presented in this study offers a viable, psychometrically strong option for school teams and professionals interested in universal screening. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
This article presents an overview of the health disparities problem that exists among individuals... more This article presents an overview of the health disparities problem that exists among individuals from ethnic minority and low-income backgrounds and their majority counterparts. The argument is made that the involvement of counseling psychologists in addressing this health disparities problem presents an opportunity for the field to remain true to its commitment to prevention, multiculturalism, and social justice while becoming more competitive in the health care and health promotion fields. This article highlights the prevalence of health disparities and identifies the primary factors contributing to these disparities. In addition, the roles and approaches that counseling psychologists can adopt to help alleviate this problem are specified.
We examined the agreement between mothers and fathers with regard to their children's internalizi... more We examined the agreement between mothers and fathers with regard to their children's internalizing symptoms and tested predictors of rating discrepancies. The clinic sample included 181 children (ages 3 to 8) and their mothers and fathers who were participating in a parenting treatment study for children with behavioral problems. Mother-father agreement for ratings of internalizing problems was found to be moderate and consistent with previous research. Regression analyses revealed that parental stress, but not depression, predicted some of the variance associated with mother-father rating discrepancies. A gender effect was also found such that parent discrepancies were larger for girls than for boys. Much of the variance associated with rating discrepancies was left unexplained. Implications for both research and practice are discussed.
The Incredible Years (IY) Series includes separate group interventions to improve parenting inter... more The Incredible Years (IY) Series includes separate group interventions to improve parenting interactions, teacher classroom management, and child social-emotional regulation. Although originally developed to treat early-onset conduct problems, IY targets many of the proposed mechanisms and risk factors for internalizing distress in early childhood. Prior studies have demonstrated the effects of the IY parent intervention on co-occurring depressive symptoms.
The purpose of the study was to explore patterns of parent involvement as perceived by teachers a... more The purpose of the study was to explore patterns of parent involvement as perceived by teachers and identify correlates of these patterns. Parent involvement indicators and correlates were selected from a review of existing research. Participants included 34 teachers and 577 children in kindergarten through third grade. The vast majority of the sample was African American (78%), followed by Caucasian (19%) and other ethnic backgrounds (2%). Two subscales from the Parent Involvement-Teacher scale, contact and comfort, were entered as indicators in a latent profile analysis to determine the number and types of parent involvement classes. Contact included the frequency of interactions between parents and teachers; comfort included the quality of their relationship with the parent and how well their goals were aligned. Subsequent latent class regressions were conducted to identify student, school, and family characteristics associated with class membership. Three classes provided the optimal solution. This included two classes of parents with low contact with teachers but different comfort levels; one with low contact and low comfort (11%), and one with low contact but high comfort (71%). The remaining class, representing 18% of parents, was rated high on both contact and comfort. Low income status, family problems, and social, emotional, academic, and self-regulation problems distinguished the low comfort class from the other two classes. It is imperative to help teachers feel more comfortable working with families who may be experiencing substantial stressors and who also have children who need support across school and home settings.
Much progress has been made in helping families improve their relationships and provide effective... more Much progress has been made in helping families improve their relationships and provide effective environments for their children. However, an ongoing challenge in implementing these practices is to actively engage families in interventions for youth. Most effective treatments for youth require some level of caregiver involvement. Research has identified many barriers that prevent families from seeking services for their child and/or from fully participating in these services. Fortunately, a growing literature has now emerged about the necessary ingredients for fostering family participation in psychosocial services. The purpose of this article is to build off the work of Affronti and by describing specific methods for promoting initial and sustained parent motivation in residential care service delivery.
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