Effective Data Collection Modalities Utilized in Monitoring the Effects of the Good Behavior Game: Technology-Based Data Collection Versus Hand Collected Data

The Good Behavior Game (GBG) has been identified as an effective evidence-based class-wide management intervention to decrease maladaptive classroom behaviors. This study was a systematic replication and extension of previous research on GBG. This study looks at the continued effectiveness of the GBG on increasing appropriate student classroom behaviors and on increasing teacher behavior-specific praise statements to students. This research is also attempting to investigate teacher perception of the use of evidence-based interevntions and data collection in the classroom, and the differences in accuracy in data collection and the GBG intervention while monitoring teacher\u27s usage of both hand calculated and computer-based data collection modalities

School Social Workers Perceptions of the Use of Functional Behavior Assessments

Purpose: Conducting functional behavior assessments (FBAs) is an important component of meeting the behavioral needs of students exhibiting significant behavioral problems. However, the practices and perceptions of school social workers (SSWs) in the use of FBAs are relatively unknown. Method: The proposed study explored the perceptions of 310 SSWs, across Illinois, Missouri, Kansas, and Wisconsin about the processes involved in conducting an FBA. Descriptive and inferential statistics were estimated using the general linear model. Results: Findings suggest that theoretical orientation is associated with perceived usefulness of FBAs. Additionally, perceptions about the activities involved in conducting FBAs and decision-making practices varied as a function of level of competence about facilitating FBAs. Discussion: Overall, findings suggest that SSWs possess the skills needed to facilitate FBAs and face similar barriers of conducting FBAs of other school-based clinicians

Preparing Social Work Students for Interprofessional Team Practice in Health-Care Settings

Purpose: This study presents the results of a workforce development initiative focused on preparing master’s-level social work students to work in interprofessional settings and integrated care. The study examines both trainees’ changes in interprofessional skills and attitudes as well as if there were differences in trainee experiences across race and gender. Method: Ninety-nine trainees participated in a training program and completed pre- and posttest measures on attitudes toward interdisciplinary teams and team skills. The team used multivariate analysis of variance (MANOVA) to examine the change in means and interaction effects. Results: Findings suggest that the training helps trainees acquire interdisciplinary team skills. However, results on attitudes toward interdisciplinary teams varied based on race and gender of the trainees. Discussion: Results suggest that there continue to be disparities in the training experiences of social work trainees around race and gender. Future research needs to continue to focus on this issue

Training Second-Year MSW Students to Improve Cultural and Linguistic Competence

Purpose: Cultural competency is a critical construct in social work education. This study investigated whether a grant-funded training program completed in tandem with second-year field placement and second-year Master of Social Work (MSW) curriculum could improve the cultural competence of MSW students. Method: Ninety-nine trainees completed the program over the 3-year grant period funded by the Health Resources and Services Administration. Cultural and linguistic competence was measured at the beginning and end of the training program for each cohort using a preexperimental design. Results: Findings suggest that MSW students saw improvement in their communication, values, and attitudes with respect to cultural and linguistic competence. Trainees did not report improvement on the Physical Environment subscale portion of the measure. Discussion: Results suggest that training can improve knowledge, values, and skills on cultural and linguistic competence. However, trainees may not have adequate authority to make an impact on the environment of their field placements