TY - JOUR
T1 - Promoting Effective Decision Making
T2 - Training Educators to Collect and Use Social–Emotional Skill Assessment Data to Inform Tier 2 Interventions
AU - von der Embse, Nathaniel Paul
AU - Kilgus, Stephen P.
AU - Eklund, Katie
AU - Zahn, Miranda
AU - Peet, Casie
AU - Durango, Sarahy
N1 - Publisher Copyright:
© 2020 National Association of School Psychologists.
PY - 2022
Y1 - 2022
N2 - 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.
AB - 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.
KW - Erin Dowdy
KW - assessment
KW - decision making
KW - social–emotional skills
KW - teacher training
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U2 - 10.1080/2372966X.2020.1827680
DO - 10.1080/2372966X.2020.1827680
M3 - Article
AN - SCOPUS:85100054414
SN - 0279-6015
VL - 51
SP - 574
EP - 588
JO - School Psychology Review
JF - School Psychology Review
IS - 5
ER -