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Catherine P. Bradshaw; Katrina J. Debnam; Daniel Player; Brooks Bowden; Sarah Lindstrom Johnson – Behavioral Disorders, 2023
This mixed-methods study describes a framework for conducting cost analyses of school-based programs leveraging fidelity data and applying the ingredients method. We illustrate this approach by applying it to Positive Behavioral Interventions and Supports (PBIS), drawing on multiple sources of data from a sample of U.S. 77 schools that were…
Descriptors: Cost Effectiveness, Positive Behavior Supports, Costs, Expenditure per Student
Sarah Lindstrom Johnson; Y. Natalia Alfonso; Elise T. Pas; Katrina J. Debnam; Catherine P. Bradshaw – School Psychology Review, 2020
Positive Behavioral Interventions and Supports (PBIS) is a widely used multitiered prevention framework that embeds a systems approach for establishing behavioral supports for all students, across all levels of need, to achieve social, behavioral, and academic success. A growing body of research has documented the effectiveness of PBIS in schools…
Descriptors: Positive Behavior Supports, Intervention, Cost Effectiveness, Program Implementation
Catherine P. Bradshaw; Kathan Shukla; Elise T. Pas; Juliette K. Berg; Nicholas S. Ialongo – Grantee Submission, 2020
A growing body of research has documented a link between variation in implementation dosage and outcomes associated with preventive interventions. Complier Average Causal Effect (CACE; Jo, 2002) analysis allows for estimating program impacts in light of variation in implementation. This study reports intent-to-treat (ITT) and CACE findings from a…
Descriptors: Educational Games, Student Behavior, Behavior Problems, Behavior Modification
Rashelle J. Musci; Elise T. Pas; Amie F. Bettencourt; Katherine E. Masyn; Nicholas S. Ialongo; Catherine P. Bradshaw – Grantee Submission, 2019
Building on prior work regarding the potential for peer contagion or deviance training in group delivered interventions (Dishion & Dodge, 2005, 2006; Dodge, Dishion, & Lansford, 2006), we leveraged data from a randomized trial, testing the integration of two preventive interventions (PATHS and PAX Good Behavior Game; GBG), to explore the…
Descriptors: Elementary School Teachers, Evidence Based Practice, Intervention, Student Behavior
Summer S. Braun; Catherine P. Bradshaw; Lydia A. Beahm; Alexa C. Budavari; Jason Downer; Nicholas S. Ialongo; Patrick H. Tolan – Grantee Submission, 2023
Introduction: Effective classroom management is critical to creating a classroom environment in which social, emotional, and academic learning can take place. The present study investigated the association between early career, early elementary teachers' occupational health (job stress, burnout, and perceived teaching ability) and perceptions of…
Descriptors: Predictor Variables, Program Implementation, Educational Games, Student Behavior
Amanda J. Nguyen; Jacqueline Hersh; Lydia Beahm; Lora Henderson Smith; Courtney Newman; Katelyn Birchfield; Kurt Michael; Catherine P. Bradshaw – School Mental Health, 2024
Background: Educators in rural schools are uniquely situated to address youth mental health disparities, yet often face challenges in delivering mental health supports. This paper describes the process of adapting the evidence-based Coping Power program, a small group prevention program for youth with aggressive behavior problems, to be a…
Descriptors: Intervention, Elementary School Students, Middle School Students, Program Length
Juliette K. Berg; Catherine P. Bradshaw; Booil Jo; Nicholas S. Ialongo – Grantee Submission, 2017
Complier Average Causal Effect (CACE) analysis, a causal inference approach that accounts for levels of teacher implementation compliance, was used to examine one-year impacts of PAX Good Behavior Game (PAX GBG) and Promoting Alternative Thinking Strategies (PATHS) on teacher efficacy and burnout. Teachers in 27 elementary schools were randomized…
Descriptors: Causal Models, Teacher Burnout, Elementary School Teachers, Educational Games
Stacy R. Johnson; Elise T. Pas; Catherine P. Bradshaw; Nicholas S. Ialongo – Grantee Submission, 2018
There is growing awareness of the importance of implementation fidelity and the supports, such as coaching, to optimize it. This study examined how coaching activities (i.e., check-ins, needs assessment, modeling, and technical assistance) related directly and indirectly to implementation dosage and quality of the PAX Good Behavior Game, via a…
Descriptors: Prevention, Coaching (Performance), Educational Games, Behavior Problems
Celene E. Domitrovich; Elise T. Pas; Catherine P. Bradshaw; Kimberly D. Becker; Jennifer Keperling; Dennis Embry; Nicholas Ialongo – Grantee Submission, 2015
Evidence-based interventions are being disseminated broadly in schools across the U.S., but the implementation levels achieved in community settings vary considerably. The current study examined the extent to which teacher and school factors were associated with implementation dosage and quality of the PAX Good Behavior Game (PAX GBG), a universal…
Descriptors: Educational Games, Intervention, Program Implementation, Evidence Based Practice