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Distributional moderation analysis: Unpacking moderation effects in intervention research.
J Sch Psychol
February 2025
University of Missouri, Missouri Prevention Science Institute, USA.
Moderation and subgroup analyses are well-established statistical tools to evaluate whether intervention effects vary across subpopulations defined by participants' demographic and contextual factors. Moderation effects themselves, however, can be subject to heterogeneity and can manifest in various outcome parameters that go beyond group-specific averages (i.e.
View Article and Find Full Text PDFImplementation of a Multi-Site Digitally-Enhanced School Clinician Training and ADHD/ODD Intervention Program in Mexico: Randomized Controlled Trial of CLS-R-FUERTE.
J Technol Behav Sci
September 2024
Department of Psychology, Universidad Autónoma de Sinaloa (UAS), Ángel Flores s/n Pte. Edificio Central Colonia Centro, Culiacán, Sinaloa, Mexico.
Childhood conditions of inattention and disruptive behavior, such as Attention-Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD), are prevalent but undertreated worldwide. One promising solution is harnessing digital technology to enhance school clinician training and ADHD/ODD intervention programs. We conducted a school-clustered randomized controlled trial of CLS-R-FUERTE: a program featuring training/consultation for school clinicians to deliver a six-week intervention comprised of weekly parent and student skills groups, as well as support teachers' classroom management in the form of a Daily Report Card, all facilitated by electronic program manuals/materials and videoconferencing.
View Article and Find Full Text PDFA school-wide approach to cultural responsivity and student engagement: A randomized trial of Double Check in middle schools.
J Sch Psychol
December 2024
University of Virginia, School of Education and Human Development, PO Box 400281, Charlottesville, VA 22904, USA. Electronic address:
The present study reports findings from a school-level randomized controlled trial (RCT) of the Double Check cultural responsivity and student engagement model. Consistent with the focus of this special issue on the conceptual and methodological advances for understanding contextual, identity, and cultural effects in intervention research, we report outcomes of the multi-component, school-wide Double Check model, testing the combined impacts of school-wide data-based decision-making along with staff professional development on school-level discipline, culturally responsive practices, classroom contextual factors, and classroom coaching using the Double Check version of the Classroom Check-up. The results from the 41 middle-school RCT indicated significant impacts on proximal outcomes of culturally responsive teacher self-efficacy, observations of instructional support, and indicators of student engagement, but no effect on other intended outcomes (e.
View Article and Find Full Text PDFThe enhancement of teacher immunity in a professional development course: Contributions from supervisory observation and the observer.
Heliyon
November 2024
Department of English Language and Literature, Urmia University, Urmia, Iran.
Classroom observation has been reported to be stressful for language teachers since it can disrupt the equilibrium and push the teachers towards maladaptive language teacher immunity. The present study is an attempt to shed light on the way classroom observation and a professional development (PD) course on classroom observation contribute to language teacher immunity development through self-organization lens. To this end, the researchers in the current study designed an explanatory sequential mixed method study and 13 novice language teachers were invited to fill language teacher immunity scale before and after a professional development course.
View Article and Find Full Text PDFA Picture Paints a Thousand Words: Perspectives of the Use of Images and Videos of Physical Findings in Virtual OSCE Teaching Sessions.
Adv Med Educ Pract
October 2024
School of Biosciences, Cardiff University, Cardiff, UK.
Background: The COVID-19 pandemic has resulted in medical students' education being disrupted and a new direction of learning towards the online classroom, with students frequently learning to identify clinical signs via online conferencing platforms. Given this shift in student study techniques in the pandemic and post-pandemic era, we set out to analyse the confidence levels of students recognizing clinical signs in patients and the opinions and patterns of resources students would use to build up the knowledge and confidence for their future clinical practice.
Methods: OSCEazy, a student-led medical education organisation, delivered an online teaching session and disseminated a questionnaire containing ten-point Likert scales, multiple-choice questions and free text options.
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