Co-written by CBER’s Dr. George Sugai and endorsed by some CBER researchers, a 8-point statement is endorsed by organizations and individual experts in relevant fields.
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This event features a panel discussion exploring current research focused on measuring and improving teacher quality across general and special education classrooms.
Please add the event to your calendar by clicking here.
Featured Speakers:
CBER is hosting a workshop for doctoral students about academic writing. Dr. Lisa Sanetti will be the faculty presenting at the workshop.
Wednesday, February 28th, 2018
10:00 AM – 11:00 AM
Storrs Campus
Laurel Hall Room 106
Please add the event to your calendar by clicking the link: http://events.uconn.edu/view/download?series=60436&day=2018-02-28
Dr. Lisa Sanetti and Neag School alumna Dr. Melissa Collier-Meek recently published an article “Treatment integrity of a homework intervention: Evaluating parent and student adherence, exposure, and program differentiation.” For more information, please click here.
Save the Date – Dr. George Sugai will be presenting “Positive Behavioral Interventions and Supports: Outcomes, Practices, & Systems” at Judge Baker Children’s Center’s Child Mental Health Forum on March 7 at 10 a.m. The event will be live streamed.
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Short description of the project: Universal mental health screening is often recommended as best practice in school to identify social, emotional, and/or behavioral (SEB) health needs. However, little is known about the extent to which schools are engaging in universal screening. Although options to effectively screen for SEB problems exist, there is little known about the feasibility of implementing universal screening. Before SEB screeners continue to be developed, evaluated, and promoted, it is important that we understand if and how these screeners are being used, and what factors influence their usage. This information is critical to informed directions for policy and future research in school-based behavior assessment.The goal of the National Exploration of Emotional/Behavioral Detection in School Screening (NEEDs2) project is to understand how social, emotional, and behavioral screeners are used in schools, and what factors influence use. Implications of this work will assist school personnel, policy-makers, parents, and community stakeholders in decision-making about social, emotional, and behavioral service delivery in schools. This project is funded by the National Center for Education Research, Institute for Education Sciences, within the social and behavioral context for academic learning portfolio (R305A140543).
Short story/anecdote:
Last year, the first article was published in the Journal of School Mental Health that reported findings from a larger systematic review state department of education websites (Briesch, Chafouleas, & Chaffee, 2017). https://link.springer.com/article/10.1007/s12310-017-9232-5
Earlier this month, the project Co-PIs and Project Manager published a brief report on the progress and findings to date for RQ1 on the NEEDs2 website (Marcy, Chafouleas, Briesch, McCoach, & Dineen, 2018). https://needs2.education.uconn.edu/wp-content/uploads/sites/917/2018/01/NEEDs2-School-Based-Universal-Behavior-Screening-Issue-Brief-No.-2018-1.pdf
Link to more information: For more information about the NEEDs2 project, please visit https://needs2.education.uconn.edu/.
(Information about this project was provided by Taylor Koriakin and Emily Auerbach.)
Develop your professional network in Positive Behavioral Interventions and Supports (PBIS). Enhance your capacity to work smarter and more effectively in implementing the PBIS framework. Join us for this exciting regional opportunity for PBIS leaders and implementers in the Northeast.
Featured Keynotes:
Tim Lewis, Ph.D., University of Missouri
Catherine Holahan, J.D., Education Counsel
George Sugai, Ph.D., University of Connecticut
7th Annual
Northeast PBIS Network Leadership Forum
May 17 – 18, 2018
Mystic Marriott Hotel & Spa
625 North Road
Groton, Conn.
Under contract by the Connecticut State Department of Education, the University of Connecticut conducts the Post-School Outcomes Survey for Exiters of Special Education Programs based on Indicator 14 of the State Performance Plan. Specifically, this indicator requires that Connecticut collect important statistics reflecting whether or not students enrolled in higher education, became competitively employed, or engaged in another form of postsecondary education/training or employment experience following high school graduation. Additionally, the survey collects data from Exiters regarding post-high school satisfaction, services received while in high school, and for comments specific to how high school helped to prepare individuals for post-graduation as well as how this process could be improved. Following data collection and analysis, results are shared with both the Connecticut State Department of Education and the districts from which students graduated.
Thus far, developing a better understanding for the range of challenges faced by students as well as the various supports received in high school and beyond has been a rewarding experience. It has been particularly interesting to directly hear from Exiters regarding the specific ways in which their high school’s prepared them for post-graduation life as well as what schools could do differently to better support students. In addition to outcome statistics, these comments, once shared with districts, can ultimately help to inform service-based changes.
For more information and as well as reports from previous years can be found at the following link (see Secondary Transition Reports):
http://www.sde.ct.gov/sde/cwp/view.asp?a=2626&q=322676
Collaboratory on School and Child Health (CSCH) recently held the FY2018 seed grant competition. These grants provide funds to investigators to support projects that align with the vision of CSCH to promote an integrated approach to health and learning through collaborations across the components within the Whole School, Whole Community, Whole Child (WSCC) model. Dr. Lisa Sanetti and her team won one of the grants for their project “Applying the Healthy Workplace Participatory Program to Address Teacher Wellbeing: A Mixed-Methods Pilot Study”. The project will pilot and evaluate the effectiveness, acceptability, and feasibility of a workplace health and wellness intervention for teachers in a public school.
For more information about this project and Dr. Sanetti’s research, please click here.
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