Výsledky vyhledávání - "Chelsea L. Hustus"

An Evaluation of 504 and Individualized Education Programs for High School Students With Attention Deficit Hyperactivity Disorder

Autor: Chelsea L. Hustus, Kari Benson, Steven W. Evans, Julie Sarno Owens, Allyse A. Hetrick, George J. DuPaul, Kristen Kipperman

Publikováno v: School Psychology Review. 49:333-345

When adolescents with attention deficit hyperactivity disorder (ADHD) demonstrate impairment in academic performance, school professionals have the option of using strategies that reduce expectatio...

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::48b18dc9688607c36e148c986c4eea4a
https://doi.org/10.1080/2372966x.2020.1777830

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Incremental Benefits of a Daily Report Card Over Time for Youth with Disruptive Behavior: Replication and Extension

Autor: Theresa E. Egan, Anne E. Dawson, Alex S. Holdaway, Steven W. Evans, Clifton S. Mixon, Chelsea L. Hustus, Lina K. Himawan, Julie Sarno Owens, Allison K. Zoromski, Erika K. Coles

Publikováno v: School Mental Health. 12:507-522

One study has examined the month-to-month effectiveness of the daily report card (DRC) intervention for students with disruptive behavior, yet these findings have not been replicated. With a sample of 37 student–teacher dyads (Kindergarten—5th gr

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::0fae03b4bf379811f6d99393bb9b4c1e
https://doi.org/10.1007/s12310-020-09375-w

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Treatment Sensitivity of Direct Behavior Rating–Multi-Item Scales in the Context of a Daily Report Card Intervention

Autor: Julie Sarno Owens, Amy M. Briesch, Brian Daniels, Robert J. Volpe, Chelsea L. Hustus

Publikováno v: Journal of Emotional and Behavioral Disorders. 28:29-42

The primary goal of this study was to assess the treatment sensitivity of four newly developed Direct Behavior Rating–Multi-Item Scales (DBR-MIS) that assess the domains of academic engagement, disruptive behavior, organizational skills, and opposi

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::102f0b7caae8c27876347952dac01ff2
https://doi.org/10.1177/1063426618806281

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Evaluating the Impact of Online Professional Development on Teachers’ Use of a Targeted Behavioral Classroom Intervention

Autor: Chelsea L. Hustus, Verenea J. Serrano, Alex S. Holdaway, Julie Sarno Owens, Clifton S. Mixon

Publikováno v: School Mental Health. 11:115-128

The use of technology for delivering professional development (PD) shows promise for reducing common barriers (e.g., feasibility, access) to dissemination of teacher-implemented classroom interventions. However, prior programs have been unable to pro

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::cde76eb49c8890d9a87be4cd07cbd862
https://doi.org/10.1007/s12310-018-9284-1

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Assessing Readiness for Change Among School Professionals and Its Relationship with Adoption and Reported Implementation of Mental Health Initiatives

Autor: Chelsea L. Hustus, Julie Sarno Owens

Publikováno v: Child & Youth Care Forum. 47:829-844

Readiness for change, defined as “the cognitive precursor to the behaviors of either resistance to, or support for, a change effort” (Armenakis et al. in Hum Relat, 1993, p. 682), can serve as a facilitator or barrier to dissemination of evidence

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::2a40f871a536f7b1094d2dab915af6e7
https://doi.org/10.1007/s10566-018-9463-0

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