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Study Protocol For A Cluster-Randomized Trial Of A Bundle Of Implementation Support Strategies To Improve The Fidelity Of Implementation Of Schoolwide Positive Behavioral Interventions And Supports In Rural Schools, Lindsey Turner, Hannah G. Calvert, Christopher M. Fleming, Teri Lewis, Carl Siebert, Nate Anderson, Tate Castleton, Ashley Havlivak, Michaela Mcquilkin
Study Protocol For A Cluster-Randomized Trial Of A Bundle Of Implementation Support Strategies To Improve The Fidelity Of Implementation Of Schoolwide Positive Behavioral Interventions And Supports In Rural Schools, Lindsey Turner, Hannah G. Calvert, Christopher M. Fleming, Teri Lewis, Carl Siebert, Nate Anderson, Tate Castleton, Ashley Havlivak, Michaela Mcquilkin
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
Background: Improving the implementation of evidence-based interventions is important for population-level impacts. Positive Behavioral Interventions and Supports (PBIS) is effective for improving school climate and students’ behavioral outcomes, but rural schools often lag behind urban and suburban schools in implementing such initiatives.
Methods/Design: This paper describes a Type 3 hybrid implementation-effectiveness trial of Rural School Support Strategies (RS3), a bundle of implementation support strategies selected to improve implementation outcomes in rural schools. In this two-arm parallel group trial, 40 rural public schools are randomized to receive: 1) a series of trainings about PBIS; or 2) an enhanced condition with training …
Elementary Schools’ Response To Student Wellness Needs During The Covid-19 Shutdown: A Qualitative Exploration Using The R = Mc2 Readiness Heuristic, Hannah G. Calvert, Hannah G. Lane, Michaela Mcquilkin, Julianne A. Wenner, Lindsey Turner
Elementary Schools’ Response To Student Wellness Needs During The Covid-19 Shutdown: A Qualitative Exploration Using The R = Mc2 Readiness Heuristic, Hannah G. Calvert, Hannah G. Lane, Michaela Mcquilkin, Julianne A. Wenner, Lindsey Turner
University Author Recognition Bibliography: 2022
During spring of 2020, the COVID-19 pandemic and accompanying public health advisories forced K-12 schools throughout the United States to suspend in-person instruction. School personnel rapidly transitioned to remote provision of academic instruction and wellness services such as school meals and counseling services. The aim of this study was to investigate how schools responded to the transition to remote supports, including assessment of what readiness characteristics schools leveraged or developed to facilitate those transitions. Semi-structured interviews informed by school wellness implementation literature were conducted in the spring of 2020. Personnel (n = 50) from 39 urban and rural elementary …