Program Evaluation of an After-School Socialization Group Program

Use of evidence-based practice is becoming more expected and necessary for mental health practitioners. This allows for proof, accountability, and rigorous standards to be upheld, facilitates healthcare reimbursement, and provides a wider range of services to more clients. Appropriate monitoring and outcome measurement is essential to determine the effectiveness of a given intervention. An organization providing group social skills interventions for children 7-18 years was analyzed to facilitate the best plan for evaluating treatment effectiveness. Measurable goals and objectives consistent with the organizations mission and values were developed. Appropriate social skills measurement tools were identified. Strengths and weaknesses of each measure were compared, and existing literature was reviewed to ensure cohesion between this evaluation and current standards in literature. Parent report, self report, and teacher report on Piers-Harris II, BASC-2, and Skills Improvement System Rating Scales were determined to be the most relevant measures of social skills development. A timeline for administration and plan for how to implement measurement and use data was suggested as well as considerations for future research.

Development of the DORI-TBI: An Investigation to Develop a New Screening Measure to Determine Consultation with a School-Based Brain Injury Resource Team

Brain injury is the leading cause of disability and death in children in the United States. Student re-entry into the school setting following a traumatic brain injury is crucial to student success. Multidisciplinary teams within the school district comprised of individuals with expertise in brain injury are ideal in implementing student specific treatment plans given their specialized training and wide range of expertise addressing student needs. Therefore, the purpose of this study is to develop and initially validate a quantitative instrument that school personnel can use to determine if a student, identified as having a traumatic brain injury, will benefit from district-level consultation from a brain injury team. Three studies were designed to investigate the research questions. In study one, the planning and construction of the DORI-TBI was completed. Study two addressed the content validity of the DORI-TBI through a comparison analysis with other referral forms, content review with experts in the field of TBI, and cognitive interviews with professionals to test the usability of the new screening tool. In study three, a field administration was conducted using vignettes to measure construct validity. Results produced a valid and reliable new screening instrument that can aid school-based teams to more efficiently utilize district level consultation with a brain injury support team.

Psychometric properties of the School Anxiety Inventory-Short Version in Spanish secondary education students

Background: The School Anxiety Inventory (SAI) can be applied in different fields of psychology. However, due to the inventory’s administration time, it may not be useful in certain situations. To address this concern, the present study developed a short version of the SAI (the SAI-SV). Method: This study examined the reliability and validity evidence drawn from the scores of the School Anxiety Inventory-Short Version (SAI-SV) using a sample of 2,367 (47.91% boys) Spanish secondary school students, ranging from 12 to 18 years of age. To analyze the dimensional structure of the SAI-SV, exploratory and confirmatory factor analyses were applied. Internal consistency and test-retest reliability were calculated for SAISV scores. Results: A correlated three-factor structure related to school situations (Anxiety about Aggression, Anxiety about Social Evaluation, and Anxiety about Academic Failure) and a three-factor structure related to the response systems of anxiety (Physiological Anxiety, Cognitive Anxiety, and Behavioral Anxiety) were identified and supported. The internal consistency and test-retest reliability were determined to be appropriate. Conclusions: The reliability and validity evidence based on the internal structure of SAI-SV scores was satisfactory.

Scene in front of Bus. Ad. Bldg. [Business Administration Building]

Lee Black & Kenneth Black, architects.

Business Administration from Lorch Hall

Lee Black & Kenneth Black, architects.

School bus safety belts: their use, carryover effects and administrative issues. Final report.

National Highway Traffic Safety Administration, Office of Driver and Pedestrian Safety, Washington, D.C.

Crash protection systems for handicapped school and transit bus occupants. Volume I: executive summary. Interim report.

National Highway Traffic Safety Administration, Washington, D.C.

Crash protection systems for handicapped school and transit bus occupants. Volume III: appendices A, B, C and D. Interim report.

National Highway Traffic Safety Administration, Washington, D.C.

Crash protection systems for handicapped school and transit bus occupants. Volume IV: appendix E. Interim report.

National Highway Traffic Safety Administration, Washington, D.C.

Identification and feasibility test of specialized rural pedestrian safety training. Volume 3: PEDSAFE junior/senior high school materials. Final report.

National Highway Traffic Safety Administration, Washington, D.C.

Strengthening support & recruitment of women & minorities to positions in education administration : a resource manual.

"December 1992"--T.p. verso.

Crash protection systems for handicapped school bus occupants. Volume III: appendices. Final report.

National Highway Traffic Safety Administration, Washington, D.C.

An analysis of the disulfiram and court school programs.

National Highway Traffic Safety Administration, Office of Alcohol Countermeasures, Washington, D.C.

Exemplary programs involving the use of school buses. Final report.

National Highway Traffic Safety Administration, Washington, D.C.