scholarly journals Editorial for Applied Practices: Perspectives from the Field

2016 ◽  
Vol 26 (2) ◽  
pp. 191-192
Keyword(s):  
Best Practice ◽  
Critical Role ◽  
School Psychologist ◽  
Evidence Based ◽  
Special Issue ◽  
School Counsellor ◽  
Active Implementation

I am delighted to introduce the two papers in our Applied Practices’ section of the journal, which are part of this special issue on disability. Both emphasise the critical role of the school counsellor/school psychologist in the active implementation of best practice assessments and evidence based interventions.

scholarly journals Editorial

2016 ◽  
Vol 9 ◽  
Author(s):  
Pamela Myles
Keyword(s):  
Treatment Fidelity ◽  
Vital Role ◽  
Evidence Based ◽  
Special Edition ◽  
Special Issue

Welcome to this Special Issue of tCBT. Our focus in this special edition of the journal is on supervision. Few would argue the vital role of supervision during CBT training and beyond to ensure treatment fidelity to evidence-based protocols. I would like to take this opportunity to thank Professors Derek Milne and Robert Reiser for kindly acting as guest editors. In addition, we are grateful for their fine contributions to the supervision literature in this particular edition of the journal. Thanks too to Professor Cory Newman from the tCBT editorial board for contributing to the overarching paper provided by Professors Milne and Reiser. Thanks also to all the authors for their fine contributions and to our reviewers who gave so generously of their time to comment on the submitted manuscripts. Our intention is to publish one Special Issue a year, next year we look forward to a special edition with a focus on ‘complexity’ with guest editors Dr Claire Lomax and Dr Stephen Barton from Newcastle University.

Investigating the Role of Data-Driven Decision-Making Within School Improvement Processes

2021 ◽  
pp. 1707-1725
Author(s):  
Venesser Fernandes
Keyword(s):  
Decision Making ◽  
Organizational Change ◽  
School Improvement ◽  
Critical Role ◽  
Data Driven ◽  
Evidence Based ◽  
Data Driven Decision Making ◽  
Continuous School Improvement ◽  
Decision Making Processes

This chapter provides a detailed literature review exploring the importance of data-driven decision-making processes in current Australian school improvement processes within a context of evidence-based organizational change and development. An investigation into the concept of decision-making and its effect on organizational culture is conducted as change and development are considered to be the new constants in the current discourse around continuous school improvement in schools. In a close examination of literature, this chapter investigates how key factors such as collaboration, communication, and organizational trust are achieved through data-driven decision-making within continuous school improvement processes. The critical role of leadership in sustaining data cultures is also examined for its direct impact on continuous school improvement processes based on evidence-based organizational change and development practices. Future implications of data-driven decision-making to sustain continuous school improvement and accountability processes in Australian schools are discussed.

scholarly journals The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning Disabilities

2020 ◽  
Vol 53 (5) ◽  
pp. 343-353 ◽  
Author(s):  
Jeremy Miciak ◽  
Jack M. Fletcher
Keyword(s):  
Best Practices ◽  
Empirical Evidence ◽  
Critical Role ◽  
Fidelity Of Implementation ◽  
Assessment Process ◽  
Evidence Based ◽  
Inadequate Response ◽  
Identification Process ◽  
Based Instruction

This article addresses the nature of dyslexia and best practices for identification and treatment within the context of multitier systems of support (MTSS). We initially review proposed definitions of dyslexia to identify key commonalities and differences in proposed attributes. We then review empirical evidence for proposed definitional attributes, focusing on key sources of controversy, including the role of IQ, instructional response, as well as issues of etiology and immutability. We argue that current empirical evidence supports a dyslexia classification marked by specific deficits in reading and spelling words combined with inadequate response to evidence-based instruction. We then propose a “hybrid” dyslexia identification process built to gather data relevant to these markers of dyslexia. We argue that this assessment process is best implemented within school-wide MTSS because it leverages data routinely collected in well-implemented MTSS, including documentation of student progress and fidelity of implementation. In contrast with other proposed methods for learning disability (LD) identification, the proposed “hybrid” method demonstrates strong evidence for valid decision-making and directly informs intervention.

Methodological, Theoretical, Infrastructural, and Design Issues in Conducting Good Outcome Studies

2011 ◽  
Vol 21 (6) ◽  
pp. 644-653 ◽  
Author(s):  
Michael P. Kelly ◽  
Tessa A. Moore
Keyword(s):  
Best Practice ◽  
Outcome Studies ◽  
Controlled Trials ◽  
Evidence Based ◽  
Good Outcome ◽  
Randomized Controlled ◽  
Causal Pathways ◽  
Causal Pathway ◽  
Based Medicine

This article outlines a set of methodological, theoretical, and other issues relating to the conduct of good outcome studies. The article begins by considering the contribution of evidence-based medicine to the methodology of outcome research. The lessons which can be applied in outcome studies in nonmedical settings are described. The article then examines the role of causal pathways between interventions and outcomes and especially the importance of delineating them in advance of undertaking investigations. The development of designs based on randomized controlled trials (RCTs) with fully articulated causal pathways is described. Ways of supplementing RCTs with methods to highlight elements in the causal pathway in outcome studies are indicated. The importance of adhering to best practice in reporting and analysis is also noted.

scholarly journals Esophageal Manometry Testing and Anti-Reflux Surgery: The Preoperative Necessity and Prognostic Utility

2021 ◽  
Vol 1 (3) ◽  
pp. 216-226
Author(s):  
Shahin Ayazi
Keyword(s):  
Risk Stratification ◽  
Antireflux Surgery ◽  
Esophageal Manometry ◽  
Critical Role ◽  
Gastroesophageal Junction ◽  
Adverse Outcomes ◽  
Evidence Based ◽  
Postoperative Dysphagia ◽  
Prognostic Utility

Manometric assessment of the gastroesophageal junction (GEJ) and esophageal body is the key to a better understanding of the mechanics of antireflux surgery (ARS) and maximizing its benefits while minimizing adverse outcomes. However, there is an attitude of uncertainty regarding the necessity of esophageal motility prior to ARS among some surgeons. This evidence-based review highlights the critical role of manometry in the preoperative workup for patients undergoing ARS. It also discusses how manometry can detect findings associated with favorable outcomes or the risk of postoperative dysphagia. Manometric data can be used for risk stratification and the prediction of outcomes, aiding the surgeon in matching an operation to the specific physiology of each individual patient.

Introduction to the Special Issue: Understanding the Direct Support Workforce in the United States

2020 ◽  
Vol 58 (3) ◽  
pp. 189-191
Author(s):  
Carol B. Laws ◽  
Amy S. Hewitt
Keyword(s):  
United States ◽  
Critical Role ◽  
The United States ◽  
Special Issue ◽  
Full Inclusion ◽  
Direct Support ◽  
Direct Support Professionals ◽  
Increasing Demand

Abstract This special issue on the direct support workforce highlights the critical role of the direct support workforce in the quality of life of people with intellectual and developmental disabilities (IDD) in the United States. Although there is increasing demand for this workforce, challenges in the recruitment, training, and retention of direct support professionals (DSPs) threatens the safety, health, and full inclusion of people with IDD living in the community. This special issue brings to the forefront current research to understand this workforce and their importance and to consider strategies to address the complex challenges facing DSPs so that people with disabilities can live and thrive in their communities.

Management learning and the unsettled humanities: Introduction to the special issue

2021 ◽  
Vol 52 (2) ◽  
pp. 135-143
Author(s):  
Rasmus Johnsen ◽  
Annika Skoglund ◽  
Matt Statler ◽  
William M Sullivan
Keyword(s):  
Critical Role ◽  
Special Issue ◽  
Critical Inquiry ◽  
Organization Studies ◽  
Privileged Access ◽  
Management Learning ◽  
Making Sense ◽  
Theoretical Issues

This special issue engages with the unsettling of the humanities to further explore its relevance for management learning and education. It explores how themes traditionally belonging to the humanities have spurred critical inquiry and raised theoretical issues within other disciplines, following the crisis of the classical humanist ideal as ‘the measure of all things’. It focuses on how the tensions resulting from this crisis can be constructively thematized in the field of management and organization studies, and how the unsettling of the humanities’ privileged access to studying the ‘especially human’ can be taken into the classroom. In this manner, the special issue engages with questions related to the Anthropocene, posthumanism and transhumanism, and raises issues concerning the human possibilities for knowing, learning and living in entangled ways. Additionally, it helps us understand the critical role of the humanities in making sense of the reciprocities between imagination, information and the human crafting of meaningful knowledge.

Leadership in Counseling Psychology: Introduction to the Special Issue

2017 ◽  
Vol 45 (6) ◽  
pp. 742-751 ◽  
Author(s):  
Ruth E. Fassinger ◽  
Lydia P. Buki ◽  
Sandra L. Shullman
Keyword(s):  
Counseling Psychology ◽  
Critical Role ◽  
Current Status ◽  
Special Issue ◽  
Research Education ◽  
Future Work ◽  
And Training ◽  
Scholarly Inquiry ◽  
Training Practice

In this article, we introduce a special two-part issue of The Counseling Psychologist focused on leadership in counseling psychology. Despite the critical role of leadership in the field’s development, current status, and future possibilities, the topic has received little attention as a focus of scholarly inquiry within counseling psychology. We first present a context and rationale for the creation of this special issue, noting the timeliness of this topic within psychology and in society more broadly. Next, we introduce the articles that comprise this two-part special issue as well as two closely related articles contained in the August issue. A brief concluding article at the end this two-part special issue will (a) review the scholarship presented, (b) discuss its relevance, and (c) consider implications and directions for future work in the areas of research, education and training, practice, advocacy, and social justice.

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