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Promoting Effective Decision Making: Training Educators to Collect and Use Social–Emotional Skill Assessment Data to Inform Tier 2 Interventions
School Psychology Review ( IF 2.136 ) Pub Date : 2021-01-27 , DOI: 10.1080/2372966x.2020.1827680
Nathaniel Paul von der Embse 1 , Stephen P. Kilgus 2 , Katie Eklund 2 , Miranda Zahn 2 , Casie Peet 2 , Sarahy Durango 2
Affiliation  

Abstract

Teachers are often called upon to identify students at behavioral and emotional risk by completing a variety of assessment tools. However, many teachers may lack the requisite skills to reliably identify students at risk or use data derived from assessment tools to inform intervention. A series of trainings was developed to improve decision making on the Intervention Selection Profile–Social Skills, with a focus on improving accuracy and use of data. Specifically, a two-study randomized controlled design was employed to evaluate the efficacy of a basic informational training and a training with a practice component with regards to a control condition on the collection and use of social–emotional assessment data on the ISP-SS. Results suggest limited influence of training on the accuracy of data collection, yet significant influence on improving how data are used to inform intervention. Implications for practice and research, as well as limitations, are discussed.



中文翻译:

促进有效的决策制定:培训教育者收集和使用社会情感技能评估数据,为第 2 层干预措施提供信息

摘要

教师经常被要求通过完成各种评估工具来识别存在行为和情感风险的学生。然而,许多教师可能缺乏必要的技能来可靠地识别处于危险中的学生或使用来自评估工具的数据来为干预提供信息。开发了一系列培训来改进干预选择概况 - 社会技能的决策,重点是提高数据的准确性和使用。具体而言,采用两项研究随机对照设计来评估基本信息培训和具有实践成分的培训关于在 ISP-SS 上收集和使用社会情绪评估数据的控制条件的有效性。结果表明训练对数据收集准确性的影响有限,但对改进如何使用数据为干预提供信息产生重大影响。讨论了对实践和研究的影响以及局限性。

更新日期:2021-01-27
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