Trauma-Informed Elementary Schools: Evaluation of School-Based Early Intervention for Young Children

2019 ◽  
Vol 41 (4) ◽  
pp. 239-248 ◽  
Author(s):  
Carrie W Rishel ◽  
Jiyoung K Tabone ◽  
Helen P Hartnett ◽  
Kathy F Szafran
Keyword(s):  
Elementary Schools ◽  
Early Intervention ◽  
Self Regulation ◽  
Classroom Interaction ◽  
Childhood Experiences ◽  
School Year ◽  
School Based ◽  
Trauma Informed ◽  
Multiple Domains

Abstract Trauma-Informed Elementary Schools (TIES) is a program designed to bring trauma-informed services to early elementary classrooms. Built on a foundation of adverse childhood experiences research and the Attachment, Self-Regulation, and Competency framework, TIES provides early intervention to children who exhibit symptoms of chronic stress or trauma in the classroom. Designed as an innovative school-based approach, TIES provides classrooms with a resource liaison to support teachers in recognizing and responding to trauma indicators. This article describes a study that examined the effectiveness of the TIES intervention across multiple domains, measuring the quality of classroom interaction by comparing TIES classrooms with comparison classrooms in 11 schools in a rural Appalachian state. CLASS (Classroom Assessment Scoring System) was used to measure classroom outcomes at the beginning (baseline) and end (follow-up) of the school year. Results indicate that TIES classrooms demonstrated significant improvement from baseline to follow-up in multiple domains, whereas comparison classrooms showed decline. The article concludes with a discussion of the study’s implications.

scholarly journals Together, We Inspire Smart Eating (WISE): An Examination of Implementation of a WISE Curriculum for Obesity Prevention in Children 3 to 7 Years

2019 ◽  
Vol 6 ◽  
pp. 2333794X1986981
Author(s):  
Leanne Whiteside-Mansell ◽  
Taren Swindle ◽  
James P. Selig
Keyword(s):  
Elementary Schools ◽  
Obesity Prevention ◽  
Low Income ◽  
Perceived Barriers ◽  
Convenience Sample ◽  
Low Income Children ◽  
School Year ◽  
Implementation Outcomes ◽  
School Based ◽  
Prevention Curriculum

This study examined the implementation of a school-based, obesity prevention curriculum, Together, We Inspire Smart Eating (WISE), targeting 3- to 7-year-old low-income children. Survey data from a convenience sample were collected from educators and parents (N = 73, N = 188, respectively) at the beginning and end of a school year in which WISE was implemented. Educators also reported on lessons weekly. Measures to evaluate the success of the implementation were conceptually distinct implementation outcomes (Educators: Perceived Barriers, Appropriateness, Acceptability, Feasibility, Fidelity; Parents: Adoption, Appropriateness). WISE was successfully implemented in 33 target classrooms representing 7 preschool centers and 2 elementary schools. Based on educator report, perceived barriers were reduced. Educators rated Appropriateness, Acceptability, and Feasibility high. Evidence of Fidelity was mixed. Parents reported indicators of Adoption and Appropriateness high. The study provided support for WISE in preschools and elementary schools serving young children from low-resource homes.

The Influence of Adverse Childhood Experiences (ACEs) on the Functional Impairment of Justice-Involved Adolescents: A Comparison of Baseline to Follow-Up Reports of Adversity

2021 ◽  
pp. 154120402110160
Author(s):  
Jacquelynn F. Duron ◽  
Abigail Williams-Butler ◽  
Feng-Yi Y. Liu ◽  
Danielle Nesi ◽  
Kathleen Pirozzolo Fay ◽  
...  
Keyword(s):  
Functional Impairment ◽  
Adverse Childhood Experiences ◽  
Juvenile Justice System ◽  
Global Functioning ◽  
Childhood Experiences ◽  
Individual Outcomes ◽  
Adverse Childhood ◽  
Trauma Informed ◽  
Over Time

Adverse childhood experiences (ACEs) have long been recognized for negatively influencing individual outcomes such that each additional ACE exposure increases the risk for negative health and behavioral outcomes. Little is known, however, about how the more recent accumulation of ACEs occurring in follow-up periods influence global functioning considering the past accumulation of ACEs reported at baseline by justice-involved adolescents. Participants were 851 adolescents who completed the Northwestern Juvenile Project (NJP), a longitudinal survey. OLS regression models were used to examine the influence of follow-up and baseline ACEs on the functional impairment of youth. Results indicate that both follow-up and baseline ACEs were associated with worse functioning over time with baseline ACEs demonstrating a greater effect. This study highlights the importance of assessing accumulations of ACEs over time for adolescents in the juvenile justice system and considering how youth of different characteristics and experiences may differently encounter functional impairment. Implications for offering trauma-informed services to disrupt the effects of adversity on adolescents’ functioning are discussed.

School Personnel Training for the Prevention of Tobacco, Alcohol, and other Drug Use: Issues and Outcomes

1997 ◽  
Vol 27 (3) ◽  
pp. 245-258 ◽  
Author(s):  
John L. Romano
Keyword(s):  
Drug Use ◽  
Youth Development ◽  
Positive Impact ◽  
School Personnel ◽  
Well Being ◽  
Training Model ◽  
School Year ◽  
Evaluation Procedures ◽  
School Based

The training of inservice school personnel in the prevention of tobacco, alcohol, and other drug use among youth is the focus of this article. The training emphasizes an interdisciplinary, youth development, school team training model, entitled “Enhancing Student Well-Being.” The model includes both content and process components. The manuscript describes the model, evaluation procedures, and training issues. Particular attention is given to follow-up assessment and outcome of school-based prevention projects developed during the training and implemented during the school year. Results support the training model as having a positive impact on prevention initiatives in schools.

Improvements in standardised test scores from a multi-component nutrition and healthy living intervention in a US elementary-school setting

2017 ◽  
Vol 77 (5) ◽  
pp. 527-541
Author(s):  
Nolan Kopkin ◽  
Mirinda L Martin ◽  
Danielle Hollar
Keyword(s):  
New York ◽  
Elementary School ◽  
Elementary Schools ◽  
Test Scores ◽  
Healthy Lifestyle ◽  
School Setting ◽  
Cognitive Outcomes ◽  
School Students ◽  
School Year ◽  
School Based

Objective: The Healthier Options for Public Schoolchildren (HOPS) intervention aimed simultaneously to change school policies regarding the nutritional content of school-provided meals, nutrition and healthy lifestyle curricula, and other school-based wellness activities. Researchers examined how HOPS affected students’ academic achievement, attendance and behaviour. Design: Longitudinal study of 23,335 elementary-school students aged 4–16 years enlisted in kindergarten to grade 8 in the 2005–2006 school year and followed through until the 2008–2009 school year. Setting: HOPS was implemented in 11 Buffalo (New York) public elementary schools at the start of 2007–2008 school year and concluded in January 2009; 34 other district elementary schools were chosen for comparison. Method: Administrative records were obtained containing student demographics, mathematics and English test scores, and attendance and disciplinary records. A difference-in-differences approach was used to measure the HOPS intervention’s effect on mathematics and English test scores and the proportion of days present or not suspended. Significance was tested at 1% and 5% levels. Results: Analysis comparing students in intervention and comparison schools revealed an increase in standardised mathematics test scores among all students ( p < .05), with particularly strong impacts on girls ( p < .01), African American and Hispanic students ( p < .01) and economically advantaged students ( p < .01). HOPS had an adverse impact on attendance and disciplinary referrals ( p < .01), although the effects were small. Conclusion: When considering the implementation of a school-based wellness programme, administrators should consider its academic benefits. Research into the effectiveness of programmes such as HOPS at improving cognitive and non-cognitive outcomes of school-aged children is particularly relevant given recent US Department of Agriculture rollback of whole grain, sodium and milk requirements.

Outcomes of an Elementary School-Based Vision Screening Program in North Carolina

2011 ◽  
Vol 28 (1) ◽  
pp. 24-30 ◽  
Author(s):  
Alex R. Kemper ◽  
Anya Helfrich ◽  
Jennifer Talbot ◽  
Nita Patel
Keyword(s):  
North Carolina ◽  
Screening Program ◽  
School Nurses ◽  
Vision Screening ◽  
Screening Programs ◽  
School Year ◽  
School Based ◽  
Eye Examination ◽  
The Impact

School nurses can play a key role in the detection of significant refractive error. The purpose of this study was to assess the impact of a statewide school nurse vision screening program by evaluating the outcomes of screening among first, third, and fifth graders in 10 schools in North Carolina during the 2009–2010 school year. Of the 2,726 children who were screened, 7.7% ( n = 209) were abnormal, of which 89% ( n = 186) were placed into a comprehensive database for follow-up. No documentation of any follow-up was available for 35% ( n = 65) of these children. Of the 106 with complete eye examination data available, 54.7% ( n = 58) had myopia, 22.6% ( n = 24) had hyperopia, 11.3% ( n = 12) had astigmatism, 1.9% ( n = 2) had anisometropia, and 9.4% ( n = 10) were normal. Even with incomplete follow-up, this screening activity led to identification of 3 cases for every 100 children screened, underscoring the importance of high-quality school-based vision screening programs.

Evidence-Supported, Trauma-Focused Interventions

2019 ◽  
pp. 67-77
Author(s):  
Eileen A. Dombo ◽  
Christine Anlauf Sabatino
Keyword(s):  
Group Intervention ◽  
Service Providers ◽  
Behavioral Therapy ◽  
Self Regulation ◽  
Cognitive Behavioral ◽  
School Social Workers ◽  
Case Examples ◽  
Empirically Supported ◽  
School Based ◽  
Trauma Informed

Providing trauma-informed interventions in a school-based setting is helpful because parents are often unable to get their children to service providers in the community. School social workers can help children heal from trauma through the provision of a number of trauma-sensitive interventions. Chapter 6 offers an overview of some current, empirically supported interventions for use in direct practice with children and adolescents in school settings. The chapter reviews the Attachment, Self-Regulation, and Competency (ARC) framework; Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) for children; Cognitive Behavioral Intervention for Trauma in Schools (CBITS) group intervention; and Structured Psychotherapy for Adolescents Responding to Chronic Stress (SPARCS) group intervention for older adolescents. Case examples are provided to demonstrate how these interventions are used in practice, and resources for information and training on the interventions are listed.

Trauma Screening and Assessment

2020 ◽  
pp. 325-342
Author(s):  
Katie Eklund ◽  
Taylor A. Koriakin ◽  
Sandy M. Chafouleas ◽  
Sophia C. F. Dodge
Keyword(s):  
Service Delivery ◽  
Negative Impact ◽  
Successful Implementation ◽  
Trauma Symptoms ◽  
Social Emotional ◽  
School Based ◽  
Follow Up Care ◽  
Screening And Identification ◽  
Trauma Informed

Adversity, stress, and trauma can have a negative impact on students’ academic, behavioral, and social-emotional functioning. Screening and identification of students who have potential symptoms from experiencing traumatic stress may help schools provide services within an integrated model of service delivery. Successful implementation of a trauma-informed approach to school-based service delivery requires identification of early indicators of risk, followed by careful planning and decision-making regarding follow-up care. The current chapter provides an overview of strategies for assessing trauma symptoms within schools, discusses the differences between screening for trauma exposure versus symptomatology, and provides a brief list of trauma screening measures. This list includes the scope and focus, the practicality associated with administration, and the psychometric properties (e.g., validity, reliability, diagnostic accuracy) of each measure. The chapter concludes with an overview of important ethical, legal, and procedural considerations to guide schools in the selection and implementation of trauma screening.

scholarly journals A qualitative bounded case study on teacher and administrator perceptions of students' adverse childhood experiences in rural, northwest Missouri elementary school

2020 ◽  
Author(s):  
◽  
Rebecca A. Moore
Keyword(s):  
Mental Illness ◽  
Elementary Schools ◽  
Childhood Trauma ◽  
Adverse Childhood Experiences ◽  
Administrator Perceptions ◽  
Childhood Experiences ◽  
Adverse Childhood ◽  
Perceptions Of Students ◽  
Trauma Informed

The purpose of this bounded case study (Merriam and Tisdell, 2016) was to add to the existing research literature on early childhood trauma in addition to understanding teacher and administrator perceptions on students' adverse childhood experiences (ACEs) in rural, Northwest Missouri elementary schools from 2009 through 2019. Survey participants (n=31), consisting of kindergarten through third grade teachers and elementary administrators completed surveys on their perceptions of students' ACEs within their school districts. Interview participants (n=11), consisting of kindergarten through third-grade teachers and elementary principals, shared their perceptions and lived experiences of students' ACEs. Teachers and administrators noticed the most adverse childhood experiences K - 3rd grade children in rural Missouri elementary schools were exposed to include: (a) divorce, (b) substance abuse, (c) mental illness, (d) physical abuse, and (e) emotional neglect. Three themes emerged from the study: (1) the family system included household dysfunction that may include impactful events such as divorce, substance abuse, and mental illness (2) increase of teachers' and administrators' awareness of trauma, and (3) resources and supports. Teachers and administrators noticed an increase in continued trauma perceived to be because of unstable family conditions systems described by Urie Bronfenbrenner's (1970) human ecological systems theory as the microsystem. Suggested implications for teachers, administrators included: (1) an increase of teacher and administrator awareness of trauma, (2) trauma-informed training opportunities through the Missouri Trauma Informed School Initiative for teachers and administrators, (3) a curriculum focus on children's social emotional development, (4) additional youth mental health resources and support for families and school district personnel, and (5) developing and implementing a mentor program partnering teachers and administrators with families in crisis. Additionally, results from the study could aid in helping the MASA, MAESP, and MSTA consider new evidence related to student trauma in rural public elementary schools. This may lead to an opportunity for these professional organizations to review their structures in order to collaborate to create a more robust and meaningful dialogue about childhood trauma. These educational discussions may lead to compelling evidence suggesting adjustments in legislation to support children impact by adverse childhood experiences.

Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors

2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice
Keyword(s):  
At Risk ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Reading Difficulties ◽  
School Age Children ◽  
Speech Sound Disorder ◽  
Word Decoding ◽  
School Year ◽  
School Based

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

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