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In 2025

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Behavior Modification	3
Predictor Variables	3
Cognitive Restructuring	2
Intervention	2
Attention Deficit…	1
Behavior Problems	1
Documentation	1
Elementary School Students	1
Empathy	1
Evidence Based Practice	1
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Self Efficacy	1
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School Mental Health	2
Administration and Policy in…	1

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Elizabeth B. Owens	1
Emily M. Becker-Haimes	1
Jocelyn I. Meza	1
Laura N. Henry	1
Lauren M. Haack	1
Linda J. Pfiffner	1
Melissa R. Dvorsky	1
Pevitr S. Bansal	1
Rachel Li-En Ng	1
Rinad S. Beidas	1
Sara Chung	1
Simone H. Schriger	1
Steven C. Marcus	1
Yong-Hwee Nah	1
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Journal Articles	3
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Elementary Education

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Should We Use Clinician Self-Report to Tailor Implementation Strategies? Predicting Use of Youth CBT with Clinician Self-Report versus Direct Observation

Peer reviewed

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Simone H. Schriger; Steven C. Marcus; Emily M. Becker-Haimes; Rinad S. Beidas – Administration and Policy in Mental Health and Mental Health Services Research, 2025

Developing tailored implementation strategies to increase the use of evidence-based practice (EBP) requires accurate identification of predictors of their use. However, known difficulties with measuring EBP use complicates interpretation of the extant literature. In this proof-of-concept study, we examined whether the same predictors of use of…

Descriptors: Program Implementation, Youth, Evidence Based Practice, Predictor Variables

Factors Associated with School Teachers' Self-Efficacy Beliefs in Delivering a Tier 2 CBT-Based Programme in Schools

Peer reviewed

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Yong-Hwee Nah; Rachel Li-En Ng – School Mental Health, 2025

This study explored factors associated with teachers' self-efficacy beliefs in delivering a Tier 2 Cognitive-Behavioural Therapy (CBT)-based programme. Participants consisted of 103 teachers (mean age = 38.0 years, SD = 9.63) currently teaching in Singapore mainstream schools. Survey data on self-efficacy beliefs for teaching in general, teachers'…

Descriptors: Self Efficacy, Teacher Attitudes, Cognitive Restructuring, Behavior Modification

The Role of Externalizing Problems and Empathy on the Daily Report Card

Peer reviewed

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Pevitr S. Bansal; Jocelyn I. Meza; Sara Chung; Laura N. Henry; Melissa R. Dvorsky; Lauren M. Haack; Elizabeth B. Owens; Linda J. Pfiffner – School Mental Health, 2025

The daily report card (DRC) is a commonly used behavioral intervention in which teachers rate child performance on target goals and parents provide home rewards based on the child's performance. The current study investigated associations between child externalizing problems, empathy, and specific components of the DRC: (1) types of DRC goals that…

Descriptors: Behavior Modification, Reports, Behavior Problems, Student Behavior