A multilevel exploration of the influence of teacher efficacy and burnout on response to student problem behavior and school-based service use.

There is an increasing concern about teacher factors, such as burnout or low efficacy, which have been hypothesized to influence student outcomes like achievement or discipline problems. The current study examined how burnout and efficacy relate to student disciplinary actions (e.g., referrals to the principal and suspensions) and referrals for school-based support services (e.g., student support and special education), while adjusting for school-, teacher-, and student-level variables. Data were collected during the fall and spring of a single school year from 491 teachers regarding 9,795 students at 31 elementary schools. Contrary to expectations, having low teacher efficacy in the fall was associated with a reduction in student referrals to the student support team. Also unexpectedly, teachers with high burnout in the fall were less likely to have students who received an out-of-school suspension by the spring. These findings enhance our understanding of the teacher factors that influence student outcomes and may inform the development of screenings and teacher-targeted interventions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distribution of a murine protein tyrosine phosphatase BL-beta-galactosidase fusion protein suggests a role in neurite outgrowth

OBJECTIVE: This study examined whether providing a school-based teacher wellness program enhances the impact of a health curriculum on student outcomes and improves cognitive, behavioral, and physiological outcomes among participating teachers. METHODS: Thirty-two elementary schools were randomly assigned to experimental or comparison conditions. Comparison group schools received the Gimme-5 program, a curriculum designed to increase fourth and fifty graders' consumption of fruits and vegetables. Experimental schools received Gimme-5 and the teacher wellness program, which included 54 workshops over 2 years, along with several schoolwide health activities. Physiological, behavioral, and cognitive outcomes were assessed in teachers and students. RESULTS: There was no evidence that the intervention favorably modified any student or teacher end points; nor did intervention teachers deliver the Gimme-5 program with greater fidelity than comparison teachers. CONCLUSION: Confidence in the null results is bolstered by the randomized design, baseline sample equivalence, appropriate mixed-model analyses, and lack of selective or differential attrition. Insufficient participation in the wellness program appears a likely explanation for the lack of teacher and student effects. Factors specific to the school setting and intervention may have diminished participation and, thus, intervention effects.     

Self-efficacy as a health-protective resource in teachers? A biopsychological approach.

Objective: To examine the psychobiological correlates of self-efficacy in teachers. Design: Study 1 examined associations between teacher self-efficacy and cardiac activation on a working day and Study 2 assessed the cortisol morning response in teachers with varying levels of teacher self-efficacy. Main outcome measures: Teacher self-efficacy was assessed by questionnaire. In Study 1 heart rate, heart rate variability, and locomotor activity were recorded by 22 hours ambulatory monitoring and subjective measures of stress and strain were obtained. Study 2 assessed the cortisol response to awakening to obtain a measure of HPA-axis activation and teachers filled in a questionnaire on physical complaints. Results and Conclusion: Study 1 found that self-efficacy proved protective for psychological well-being. Moreover, after controlling for locomotor activity, demographic, and lifestyle variables, self-efficacy was associated with elevated heart rate and attenuated heart rate variability during school and leisure time, respectively, but not during the night, thus questioning the health-implications of self-efficacy. Study 2 found that teachers high in self-efficacy exhibited an attenuated cortisol response to awakening and fewer cardiac complaints. The results of both studies are compatible with the view that teacher self-efficacy might act as a physiological toughening agent with possibly favorable health outcomes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Transporting an evidence-based classroom management program for preschoolers with disruptive behavior problems to a school: An analysis of implementation, outcomes, and contextual variables.

The transportability of an evidence-based teacher professional development program, the Incredible Years Classroom Management Program, was evaluated. This study compared the impact of two training methods: self-administered videotape modeling (VM) and self-administered videotape modeling plus consultation (VMC) on teachers' use of classroom management strategies, reductions in disruptive behaviors, acceptability, and contextual barriers of sustaining EBIs in practice settings. Four pairs of teachers (N = 8) were randomly assigned to VM or VMC conditions in a multiple probe design. Students (1-2 per classroom; N = 13) displaying high levels of externalizing problems also participated. Statistically significant between-groups differences in teacher confidence ratings, use of positive instructional practices, and acceptability favored the VMC condition. Positive trends favoring VMC students, including clinically significant increases in social competence, were also found. Although students in both groups exhibited reductions in disruptive behaviors, significant between-groups differences related to disruptive behavior were not observed. Findings related to contextual variables (e.g., time, cost, institutional support, adaptability of the program) have implications for future adoption of this program. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effectiveness of a partnership-centered approach in conjoint behavioral consultation.

The purpose of this exploratory study was to investigate the extent to which a partnership orientation in conjoint behavioral consultation (CBC) may predict case outcomes and determine the relationship between a partnership orientation and implementation integrity of CBC. CBC is a problem-solving process by which families and teachers work collaboratively with a consultant to address students' academic, behavioral, and social needs. Twenty children, their parents and teachers, and consultants were involved in CBC services. Outcomes included parent and teacher ratings of acceptability, satisfaction, perceptions of effectiveness, and child performance across home and school settings. Partnership orientation scores and process integrity data were collected across interviews for each case. Results suggest that both parents and teachers consistently find CBC to be an acceptable, effective, and satisfactory form of service delivery. Findings reveal that consultants can conduct CBC interview objectives effectively within a partnership orientation. A partnership orientation in CBC was significant in predicting teachers' acceptability and satisfaction with the process; however, parents' acceptability and satisfaction with the CBC process was not predicted by a partnership orientation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Kinder training: Play-based consultation to improve the school adjustment of discouraged kindergarten and first grade students.

Examined the effects of Kinder Training on selected kindergarten and first grade students' behavior, social skills, and early literacy skills, as well as its effects on teacher behavior in the classroom. Kinder Training involves the teacher in play sessions with a child who is exhibiting discouragement in the classroom. The participants in this study included 7 kindergarten teachers, 4 kindergarten paraprofessionals, 3 first grade teachers, and their 14 selected students (median age 5 yrs, 9 mo). The teacher conducts play sessions while receiving supervision from a counselor, learning skills that are both appropriate for the playroom and valuable for the classroom. As a result of the play sessions, the teacher–student relationship is enhanced, the student feels more encouraged in the classroom, and the teacher transfers the newly obtained skills to his or her work with other students. This transfer included an increase in facilitative statements, encouragement, and limit-setting. Additionally, the teachers decreased the number of praise statements and ineffective limit-setting. The results suggest that Kinder Training is an effective intervention for struggling students and a successful proactive approach for teacher skill development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Treatment integrity assessment in the schools: An evaluation of the Treatment Integrity Planning Protocol.

The Treatment Integrity Planning Protocol (TIPP) provides a structured process for collaboratively creating a treatment integrity assessment within a consultation framework. The authors evaluated the effect of the TIPP on the implementation of an intervention designed to improve the consistency of students' mathematics performance. Treatment integrity was assessed via permanent products and teacher self-report assessments resulting from TIPP completion. Results showed that (a) 3 teachers' treatment integrity declined within the first week of implementation and increased subsequent to completion of the TIPP, (b) teachers accurately reported their level of treatment integrity, and (c) the relationship between treatment integrity and student outcomes was unclear. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Diffusion effects: Control group contamination threats to the validity of teacher-administered interventions.

Within-class experimental designs (with experimental and control groups in the same classroom) are subject to diffusion effects whereby both experimental and control students benefit from the intervention, thereby contaminating the control group and biasing evaluations of intervention effects. Although the problem has been recognized, most previous demonstrations have been anecdotal. In support of diffusion effects, we show that a classroom intervention resulted in higher academic self-concepts for internal (within-class) controls compared with external (between-class) controls. The construct validity of the interpretation of this difference as a diffusion effect was supported by observer and teacher comments and ratings of teacher success in focusing the intervention on experimental students and by different patterns of results for teachers who were more or less successful in maintaining this focus. Potential dangers in sole reliance on internal within-class control groups may outweigh advantages of this expedient experimental design. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teachers' knowledge of students' knowledge in mathematics problem solving: Correlational and case analyses.

This study examined the relationship of teachers' knowledge of students' knowledge to teachers' mathematics instruction and to students' mathematics problem solving. First-grade teachers (N?=?20) participated in a 4-week workshop in which they were given access to research-based knowledge on children's mathematics learning. Teachers were observed for 16 days throughout the school year. In May, teachers completed interviews and questionnaires about their knowledge and beliefs; their students completed achievement tests. Correlational analyses showed significant positive relationships between teachers' knowledge of students' knowledge and students' mathematics problem-solving achievement. Teachers with more knowledge of their students questioned students about problem-solving processes and listened to their responses. Teachers with less knowledge of their students explained problem-solving processes to students or observed students' solutions. Case analyses of knowledge and behavior of the most effective teacher and the least effective teacher supported these conclusions and showed important differences in how these teachers thought about and used students' knowledge. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of a multiyear universal social–emotional learning program: The role of student and school characteristics.

Objective: This article examines the impact of a universal social–emotional learning program, the Fast Track PATHS (Promoting Alternative Thinking Strategies) curriculum and teacher consultation, embedded within the Fast Track selective prevention model. Method: The longitudinal analysis involved 2,937 children of multiple ethnicities who remained in the same intervention or control schools for Grades 1, 2, and 3. The study involved a clustered randomized controlled trial involving sets of schools randomized within 3 U.S. locations. Measures assessed teacher and peer reports of aggression, hyperactive–disruptive behaviors, and social competence. Beginning in first grade and through 3 successive years, teachers received training and support and implemented the PATHS curriculum in their classrooms. Results: The study examined the main effects of intervention as well as how outcomes were affected by characteristics of the child (baseline level of problem behavior, gender) and by the school environment (student poverty). Modest positive effects of sustained program exposure included reduced aggression and increased prosocial behavior (according to both teacher and peer report) and improved academic engagement (according to teacher report). Peer report effects were moderated by gender, with significant effects only for boys. Most intervention effects were moderated by school environment, with effects stronger in less disadvantaged schools, and effects on aggression were larger in students who showed higher baseline levels of aggression. Conclusions: A major implication of the findings is that well-implemented multiyear social–emotional learning programs can have significant and meaningful preventive effects on the population-level rates of aggression, social competence, and academic engagement in the elementary school years. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teacher judgments concerning the acceptability of school-based interventions.

Investigated the influence of behavior problem severity, interventionist, and modality of case presentation on teacher's judgments of school-based interventions. 54 regular and special education teachers attending a university summer course used an intervention scale and the Semantic Differential to rate all possible combinations of 2 interventions (principal or teacher implemented) applied to 2 behavior problems (daydreaming and destruction of others' property). Ss read about or viewed a videotape of a 5th-grade boy engaging in 1 of the 2 problem behaviors. An ANOVA of Ss' ratings of intervention acceptability showed that behavior problem severity and interventionist significantly affected Ss' judgments of intervention acceptability. Findings show that interventions that could be implemented by the teacher were more acceptable. In addition, Ss rated interventions as more acceptable when applied to behavior problems of greater severity. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade.

This study examined the extent to which the quality of teacher–child interactions and children’s achievement levels at kindergarten entry were associated with children’s achievement trajectories. Rural students (n = 147) were enrolled in a longitudinal study from kindergarten through first grade. Growth trajectories (initial level and slope) were modeled with hierarchical linear modeling for 3 areas of achievement: word reading, phonological awareness, and mathematics. Cross-classified analyses examined the extent to which quality of teacher–child interactions and children’s starting level predicted achievement growth rates over 2 years, and they also accounted for the changing nesting structure of the data. Results indicated that achievement at kindergarten entry predicted children’s growth for all 3 outcomes. Further, first-grade teachers’ strong emotional support related to greater growth in students’ phonological awareness. Emotional and instructional support in first grade moderated the relationship between initial achievement and growth in word reading. Kindergarten classroom organization moderated the relationship between initial achievement and growth in mathematics. The implications of schooling for early growth trajectories are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment.

In this study, the authors examined the relationship between teacher and student enjoyment. Based on social–cognitive approaches to emotions, they hypothesized (a) that teacher enjoyment and student enjoyment within classrooms are positively linked and (b) that teacher enthusiasm mediates the relationship between teacher and student enjoyment. Self-reported enjoyment of mathematics classes was available from 1,542 students from 71 classrooms at 2 time points (Grades 7 and 8). At Time 2, mathematics teachers’ reports of their enjoyment of teaching were available (N = 71), as well as student ratings of teacher enthusiasm. The findings were in line with theoretical expectations. Multilevel structural equation modeling showed that teacher and student enjoyment were positively related even when the authors adjusted for students’ previous-class levels of mathematics enjoyment, and that the effect of teacher enjoyment on student enjoyment was mediated by teacher enthusiasm. Discussion centers on the practical implications for affective interactions in the classroom. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ecological predictors of substance use in middle school students.

The current study examined important predictors of substance use during early adolescence. The authors hypothesized that adolescents' relationships with key adults (i.e., teachers and parents) influence their choices to use substances indirectly through links with their decisions regarding peer groups. A total of 461 middle school students from an affluent suburban community completed self-report measures of authoritative parenting, perceived social support from teachers, affiliation with rule-breaking and substance-using peers, and frequency of alcohol, cigarette, and drug use. Results of structural equation modeling supported the hypothesized model. Authoritative parenting and teacher support accounted for 31% of the variance in affiliation with deviant peers which, in turn, accounted for 27% of the variance in adolescent substance use; direct paths from parenting and teacher support to substance use were not indicated. Implications for school psychologists' involvement in substance use prevention and intervention are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Investigating the acceptability of behavioral interventions in applied conjoint behavioral consultation: Moving from analog conditions to naturalistic settings.

Whereas there exists a vast literature investigating consumer satisfaction ratings of various behavioral interventions, the majority of these studies have been limited to analogue conditions, which may compromise utility and generalization. Additionally, most research has failed to explore multiple-source, multiple-setting data in the investigation of treatment acceptability. This study investigated parent, teacher, and child treatment acceptability ratings derived from field-based conjoint behavioral consultation cases. Data indicate that overall, 67 parents (aged 23-54 yrs), 67 teachers (aged 22-57 yrs), and 67 children (aged 5-15 yrs) rated conjoint behavioral consultation-based behavioral interventions as very to highly acceptable. For parents, interventions with a reductive component were rated as more acceptable than interventions using both positive and negative components; no significant differences were found among teacher and child group ratings. For teachers, there was a positive relationship between (a) intervention complexity and treatment acceptability ratings and (b) problem severity ratings and treatment acceptability ratings... (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Using organizational change procedures to promote the acceptability of prereferral intervention services: The school-based intervention team project.

Prereferral intervention programs represent a consultation-based approach for providing behavioral and/or instructional support to students before considering their eligibility for special class placement. Although research concerning the initial success of these programs has been promising, more information is needed relating program process variables to student outcomes in addition to effective procedures for promoting the adoption of these programs over time. This article describes organizational change procedures that were used to promote the acceptability of a prereferral intervention program at 4 pilot schools. Ss were school-based intervention team members (teachers, teaching assistants, school psychologists, and staff development facilitators) at each school. This article presents evaluation data concerning the program's acceptability to team members and participating teachers, integrity of the consultative process, and effect on numbers of children referred to special education. The implications of these results for school psychologists attempting to promote the acceptability and long-term adoption of prereferral intervention programs are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teachers' perceptions of their relationships with students: Effects of child age, gender, and ethnicity of teachers and children.

This study assessed the extent to which teachers' perceptions of their relationships with young students varied as a function of child and teacher characteristics in a large, demographically diverse sample of 197 preschool and kindergarten teachers and 840 children (mean age 4 yrs 7 mo old). Children were approximately evenly divided between boys and girls. Regression analyses were conducted to examine the relation between teachers' perceptions of their relationships with students and (a) teacher ethnicity, (b) child age, ethnicity, and gender, and (c) the ethnic match between teacher and child. Child age and ethnicity and teacher–child ethnic match were consistently related to teachers perceptions, explaining up to 27% of the variance in perceptions of negative aspects of the teacher–child relationship, specifically teacher–child conflict. When child and teacher had the same ethnicity, teachers rated their relationships with children more positively. The results are discussed in terms of classroom social processes related to children's adjustment and the measurement of teacher–child relationships. (PsycINFO Database Record (c) 2011 APA, all rights reserved)