خدمات روانشناسی مدرسه مبتنی بر مداخله: آموزش برای مسئولیت پذیری در سطح کودک ؛ آماده شدن برای مسئولیت پذیری در سطح برنامه
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|70115||2004||21 صفحه PDF||سفارش دهید||8827 کلمه|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Journal of School Psychology, Volume 42, Issue 1, January–February 2004, Pages 23–43
This research evaluated the outcomes of a school psychology training practicum by replicating intervention-based service delivery procedures established in prior research. The key components include describing a service delivery model, teaching the model, deriving practice guidelines that fit the model, supporting trainees in carrying out the steps, and evaluating the outcomes. Procedures to determine outcomes were based on single-case design facets including accountability design (A–B), visual analysis of graphic data, and social validity ratings. Meta-analysis techniques included calculation of effect sizes and percent of nonoverlapping data (PND). Goal attainment scaling (GAS) also was used to summarize outcomes. The analyses indicated that the interventions led to positive changes for most children. For example, the median effect size was 1.42 across cases. Social validity evidence showed that consumers judged the outcomes positively. Achieving ideal baseline and technical adequacy checks (e.g., observer agreement, intervention adherence) represented challenges for many consultations. The contributions of the study include describing methods for child- and program-level accountability in training and areas for improvement including further supporting the completion of technical checks for intervention services.