The SIC has demonstrated validity and reliability when used with other EBIs and analyzed using item response theory-based Rasch modeling (Linacre, 2009; Saldana, 2014). The 8-Stage SIC examines implementation process and milestones across three phases of implementation, including pre-implementation, implementation, and sustainability. After receiving parent consent and child assent, students met with their provider weekly.

Psychological characteristics

For example, Shuster et al. (2017) asked special education teachers to identify potential barriers to including students with ESN in SWPBIS and Walker et al. (2018b) asked respondents to https://www.nj.gov/education/esser/arp/ identify specific strategies to support the inclusion of students with ESN in SWPBIS. For example, Kurth and Zagona (2018) investigated the accessibility of Tier 1 supports and activities (e.g. school-wide expectations and reward systems) for students with ESN from the perspectives of SWPBIS coaches. Researchers from all six studies explored the availability and accessibility of Tier 1 support for students with ESN.

While standardization has been identified as an important intervention factor related to high-quality implementation, it has rarely been applied to the intervention support system. Coaching or mentoring is one form of technical assistance, and facilitates the implementation process by helping users understand the intervention, the mechanics of program delivery, and appropriate ways to apply and adapt the intervention with existing practices (Dusenbury et al, 2007). For example, several recent studies have reported that better implementation quality was obtained when delivery was conducted by teachers rather than program specialists from outside agencies (Spoth et al, 2007; McNeal et al, 2004). However, even for a systemic model which represents a confluence of effective practices and systems of support, it is critical that the implementation quality be monitored to ensure standardization across sites (Bradshaw, Reinke et al, 2008). Lesson plans are not relevant for preventive interventions that apply practices or procedures designed to cause systemic change, such as the school-wide Positive Behavior Supports model (Sugai & Horner, 2006) or the Good Behavior Game (Kellam et al, 2008). The planned model for each of these components – the intervention and its corresponding support system –should be specified and monitored to ensure replication with high-quality implementation (Greenberg et al, 2001).

Schools can play a pivotal role in promoting students’ mental health and their social, emotional, and behavioral development (Barnes et al., 2003; Fisher, 2006; Mendelson et al., 2010). This review demonstrates the promise of incorporating mindfulness interventions in school settings for improving certain youth outcomes. The highest quality evidence (“A Grade”) across outcomes indicated that MBSIs increased prosocial behavior, resilience, executive function, attention, and mindfulness, and decreased anxiety, attention problems/ADHD behaviors, and conduct behaviors. Coders rated each study numerically per study design as 1 +  + (RCT with a very low risk of bias) to 4 (expert opinion) and across studies for the corresponding evidence letter grade, from highest quality (“A Grade”) to lowest quality (“D Grade”) evidence. Specific Tier 2 interventions focus on social skills, self-management, and academic supports.

• We conducted a comprehensive literature search to identify published and unpublished research that addressed both students with ESN and SWPBIS (see Figure 1).
• Teachers working in this type of environment may become more empowered and have greater efficacy, which in turn can affect the quality with which they implement innovations.
• ESSA entrusts the responsibility for state and local education agencies to select appropriate, relevant interventions with the strongest evidence base possible to implement in schools needing improvement.
• Flowchart study selection, first search (Aug 2015) and updated search (Aug 2017) combined
• As noted by researchers and our consultants, school personnel training practices focused on the inclusion of students with ESN are needed to guide SWPBIS teams in these efforts.

Predictors of SIC outcomes

We then present a multilevel framework of factors that both theory and empirical research suggest may influence the quality with which preventive interventions are implemented in schools. Our School Social Work Practice Model centers around providing services that are evidence-based through the implementation of multi-tiered programs and practices, monitoring progress, and evaluating the effectiveness of services provided. These guides provide tools for facilitating a self-study process to find interventions that are most relevant and appropriate based on need, with the strongest evidence base possible. Guides for Identifying Evidence-Based Interventions for School ImprovementThe Florida Center for Reading Research has developed guides for states and districts on identifying evidence-based interventions for school improvement. In order to advance our understanding of the conditions necessary to achieve successful outcomes, a greater focus on implementation research and the identification of essential components of whole school interventions is required. The results from this meta-analysis indicate a small, but significant positive impact of these interventions on students’ social and emotional adjustment, behavioural adjustment, and internalising symptoms.

Advancing the Science of Intervention Development in School Mental Health: A Commentary on this Special Issue

This includes more advanced modeling techniques to examine mediators and moderators of student outcomes within hierarchical structures. For example, individuals’ perceptions of a school tend to be highly correlated, showing a high degree of within-group agreement, yet aggregating at the school level can mask some systematic variation in perceptions (Raudenbush & Bryk, 2002). If individual-level data show a high degree of within-group agreement, a case can be made for aggregating the data to represent a group-level construct, but only after a full examination of the data.