Elise Cappella, Ph.D. Associate Professor of Applied ... · The Community Technical Assistance Center of New York Based in standardized system of understanding effective classrooms

The Community Technical Assistance Center of New York

Elise Cappella, Ph.D. Associate Professor of Applied Psychology New York University Steinhardt School of Culture, Education, and Human Development


Former elementary school teacher

University researcher

School district and community partner

Consult with / support schools

Clinical, community, and school psychologist


Introduction: Make the case for an integration of mental health and academic learning in the primary context of schools – classrooms

Part I: Introduce BRIDGE consultation and coaching model + framework for observing in classrooms

Part II: Describe separate components of the BRIDGE model – Observation, consultation, and implementation

Conclusion: Present results of BRIDGE research trial and next steps for incorporating into practice


1. Mental health and achievement are intertwined: School goals = Mental health goals

2. Given high levels of need and limited resources, focus on improving contexts as a means toward children’s mental health and academic learning

3. There are effective and feasible ways to support children with and without mental health needs in their primary learning context: Classrooms


Achievement Test scores

Grades Productivity Time on task

Mental Health Emotion regulation Social competence

Relationships Adaptation/coping

Success in School CLINICIANS TEACHERS


Educators

Teaching strategies that promote achievement & social-emotional skills

Clinicians Mental health practices that promote social-

emotional skills AND achievement

FOR EXAMPLE…

Need for resource-intensive treatment

Achievement and social-emotional

competence


High levels of need + limited resources

ALLOCATE RESOURCES TO BEST MEET NEED


Universal

Targeted

Intensive

All children/settings; Base for learning and mental health

Children/settings with early signs of difficulty or who are at risk for later problems

Children/settings with intensive needs: Most resource intensive

15%

10%

45%

30%


Individual therapy (e.g., internalizing) Group therapy (e.g., social skills, anger control)

TEACHER (AND PARENT) SUPPORT IMPORTANT FOR ALL PROBLEMS

PRIORITIZE SUPPORT TO

CONTEXTS AND INDIVIDUALS

WITHIN CONTEXT

High levels of need + limited resources

ALLOCATE RESOURCES TO BEST MEET NEED


Organized, supportive schools

Collaboration + engagement

Working together to approach goal from multiple angles (team effort)

Coaching in context

Modeling, practice, observation, and feedback


Looking back (Introduction):

School and mental health goals are intertwined

Strengthen classroom contexts for students with and without mental health needs

Looking forward (Part I):

Overview of BRIDGE consultation and coaching model

Framework for observing classrooms


Overview: Delivered by school based mental health professionals as

component of regular practice

Support teachers to use effective classroom and targeted student practices (focused on behavioral difficulties)

Improve quality of classroom environment

Improve academic, social-emotional, and behavioral outcomes for students with behavioral difficulties and their peers

Cappella et al., 2011; 2012


Based in standardized system of understanding effective classrooms so both teachers and mental health staff “speak” a common language

Observations of classroom practices and targeted student behaviors conducted by MH professional

Evidence-based toolkit of classroom and targeted strategies for the teacher to implement to increase classroom quality and target student behaviors

Teacher consultation and coaching to support teachers’ reflection on classroom and use of relevant and effective strategies

Cappella et al., 2008; 2011; 2012; Pianta et al., 2008; Atkins et al., 2015


Based in standardized system of understanding effective classrooms so both teachers and mental health staff “speak” a common language

Observations of classroom practices and targeted student behaviors conducted by MH professional

Evidence-based toolkit of classroom and targeted strategies for the teacher to implement to increase classroom quality and target student behaviors

Teacher consultation and coaching to support teachers’ reflection on classroom and use of relevant and effective strategies

Cappella et al., 2008; 2011; 2012; Pianta et al., 2008; Atkins et al., 2015


Emotional Support

Positive Climate

Negative Climate

Teacher Sensitivity

Regard for Student Perspectives

Instructional Support

Concept Development

Quality of Feedback

Language Modeling

Classroom Organization

Behavior Management

Productivity

Instructional Learning Formats

Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System: Manual K-3. Baltimore, MD: Paul H. Brookes Publishing.


REGARD FOR STUDENT

PERSPECTIVES

TEACHER SENSITIVITY

POSITIVE CLIMATE

BEHAVIOR MANAGEMENT PRODUCTIVITY

INSTRUCTIONAL LEARNING FORMATS

Relationships

Positive Affect

Positive Communication

Respect

Awareness

Responsiveness

Addressing Problems

Student Comfort

Flexibility

Autonomy & Leadership

Student

Expression

Freedom of Movement

Clear & Consistent

Proactive

Redirect

Misbehavior

Student Behavior

Maximize Learning Time

Routines

Transitions

Teacher

Preparation

Effective Facilitation

Variety of

Modalities

Student Interest

Learning Objectives

EMOTIONAL SUPPORT CLASSROOM ORGANIZATION



Warm, supportive relationships with teachers and peers

Enjoyment of and excitement about learning

Feelings of comfort in the classroom

Appropriate levels of autonomy

How do teachers help students develop…



Standardized tests of

achievement adjusted

Low Moderate High 1st Grade Emotional Support

Kindergarten adjustment problems

Hamre & Pianta, 2001


Reflects the emotional connection between teachers and students and among students, and the warmth, respect, and enjoyment communicated by verbal and non-verbal interactions. Relationships Positive Affect Positive Communication Respect



Encompasses the teacher’s awareness of and responsivity to students’ academic and emotional needs. High levels of sensitivity facilitate student’s ability to actively explore and learn because the teacher consistently provides comfort, reassurance, and encouragement. Awareness Responsiveness Addresses Problems Student Comfort



Captures the degree to which the teacher’s interactions with students and classroom activities place an emphasis on students’ interests, motivations, and points of view, and encourage student responsibility and autonomy.

Copyright 2008 CASTL

Flexibility and Student Focus Support of Autonomy +

Leadership Student Expression Restriction of movement



REGARD FOR STUDENT

PERSPECTIVES

TEACHER SENSITIVITY

POSITIVE CLIMATE



Relationships

Positive Affect


Respect

Awareness

Responsiveness

Addressing Problems

Student Comfort

Flexibility


Student

Expression

Freedom of Movement

Clear & Consistent

Proactive

Redirect

Misbehavior

Student Behavior


Routines

Transitions

Teacher

Preparation


Variety of

Modalities

Student Interest

Learning Objectives




Develop skills to regulate their own behavior Get the most learning out of

each school day Maintain interest in learning

activities

How do teachers help students to…



Encompasses the teacher’s ability to provide clear behavior expectations and use effective methods to prevent and redirect misbehavior. Clear Behavior Expectations Proactive Redirection of Misbehavior Student Behavior



Considers how well the teacher manages instructional time and routines and provides activities for students so that they have the opportunity to be involved in learning activities.

Maximizing Learning Time Routines Transitions Preparation



Focuses on the ways in which teachers maximize students’ interest, engagement, and ability to learn from lessons and activities.

Effective Facilitation Variety of Modalities & Materials Student Interest Clarity of Learning Objectives



Looking back (Part I):

BRIDGE focuses on improving classroom contexts, particularly for students with behavioral difficulties

CLASS can be used to guide classroom observations (emotional support and organization)

Looking forward (Part II):

Implementing the BRIDGE consultation + coaching cycle: Concrete guidance


MHP conducts classroom observation focused on target child

and classroom interactions using CLASS framework

MHP supports teacher to implement classroom strategies to promote

positive classroom interactions and child

functioning

Initial Meeting Build collaboration

Develop individualized goals Focus on whole classroom +

target student(s)

STEP 1: Observation

STEP 2: Consultation

STEP 3: Implementation

MHP and teacher meet to: (1) discuss classroom

observation using CLASS lens, (2) choose classroom strategies the teacher will

implement






functioning



target student(s)

STEP 1: Observation





implement


REGARD FOR STUDENT

PERSPECTIVES

TEACHER SENSITIVITY

POSITIVE CLIMATE



Relationships

Positive Affect


Respect

Awareness

Responsiveness

Addressing Problems

Student Comfort

Flexibility


Student

Expression

Freedom of Movement

Clear & Consistent

Proactive

Redirect

Misbehavior

Student Behavior


Routines

Transitions

Teacher

Preparation


Variety of

Modalities

Student Interest

Learning Objectives




GOALS of FBA: 1. Understand behavior(s) impairing student’s learning when, where, and how often behavior occurs

2. Understand circumstances maintaining the behavior

ABCs Antecedents = What happens before the behavior Behavior = Specific problem behavior Consequences = What happens after the behavior


Classroom Observation Form Teacher: _______________________________ Date: _____________________________

Target Student(s): ________________________ Start Time: _______ End Time: ________

Subject: ________________________________ Setting: ____________________________ [reading, math, transition] [independent seatwork, small group, whole class]

PURPOSE: Observe and record teacher/classroom behavior and target student behavior. Teacher/Classroom

CLASS LENS

Target Student

FBA LENS

POSITIVE CLIMATE

Relationship Positive Affect Pos. Commun.

Respect

TEACHER SENSITIVITY Awareness

Responsiveness Address Student Prob.

Stud. Comfort

REGARD FOR STUDENT PERSPECTIVES

Flexibility Supprt Auton/Leadershp

Student Expression Restriction of Movement

BEHAVIOR MANAGEMENT

Clear Rules Proactive

Redirect Misbeh. Stud. Behavior

PRODUCTIVITY Max Learning Time

Routines Transitions

Teacher Prep.

INSTRUCTIONAL LEARN. FORMATS Effect. Facilitation Variety Mod/Mater

Student Interest Clear Lrng Object.


Classroom/Teacher -Class in groups, math at separate tables -Ms. R announces reading time, asks class to put away math materials and take seats on rug -disorganized transition, lots of commotion , students don’t seem entirely sure where to sit -Ms. R turns off lights-asks class about how clean room is—has Marcus come back to table -class laughs bc Marcus’ book falls out, Ms R counts down from 10 “By time I get to 1, want everyone sitting in circle on rug” -some students get up--move into circle -Marcus redirected -Ms. R introduces bookabout friendships -asks class to think ab 1 friend who goes to diff. school—what like most ab this person --share w. classmate -calls on 4 pairs to share -reminds class to think re. friendships in book -during reading, 3 students far side of circle giggling—Ms R. stops and sits quiet—girls quiet -Ms R begins again—stops every few pgs asks ab friendships so far in book -Class fidgety, distracted—Ms R doesn’t seem aware/keeps reading -Julia raises hand/holds it up/then calls out to use the bathroom Ms R. asks class what Julia should have done ---class quiet…one boy calls out should have said “may I use the bathroom” -Ms R. says yes but she should have raised hand - kids in class “but she was raising her hand” -Julia seems embarrassed and frustrated

Target Student -Marcus doesn’t help clean up -leaves math homework on table -runs to rug -Ms R. turns off lights and asks class to look around the room to see if everything is cleaned off tables…class answers no…Ms R then asks Marcus to come back to table and pick up his stuff—Marcus embarrassed and angry?—comes up and grabs books and forcefully stuffs them in desk, book falls out, class laughs—Ms. R starts counting -Marcus sits on opposite side of circle from teacher -when Ms R sits in chair, tells Marcus to come and sit close to her—has children move over to make room -tells Marcus she is going to need help keeping track of relationships in book so he is going to be her helper -Marcus started to shout out who his 3 friends were, Ms. R said his name sternly and moved on—Marcus then turned to classmate and started to talk, Ms. R repeated his name louder and reminds him that she needs his help throughout the book

POSITIVE CLIMATE

Relationship Positive Affect

Positive Commun. Respect

TEACHER SENSITIVITY

Awareness Responsiveness

Address Student Prob. Student Comfort


Flex ibility

Support Autonomy/Leadershp Student Ex pression

Restriction of Movement

BEHAVIOR MANAGEMENT

Clear Rules

Proactive Redirect Misbehav. Student Behavior

PRODUCTIVITY

Max Learning Time Routines

Transitions Teacher Preparation


Effective Facilitation Variety Mod/Materials

Student Interest Clear Learning Object.






functioning



target student(s)

STEP 1: Observation



MHP and teacher meet to: (1) discuss observation of classroom + student, (2)

choose classroom + target student strategies the teacher will implement


Consultation Preparation Form (complete prior to meeting with teacher)

MHP: Daisy__ Teacher: Ms. R._ Date: _Jan. 25 2016___ Target Student: __Marcus________ PURPOSE: (a) Reflect on classroom observation, (b) Choose video segments, and (c) Select strategies to target CLASS dimension.

POSITIVE CLIMATE

Relationship Positive Affect

Positive Communic Respect

TEACHER SENSITIVITY

Awareness Responsiveness

Address Student Prob. Student Comfort


Flexibility Support Autonomy/Leadershp

Student Expression Restriction of Movement

BEHAVIOR MANAGEMENT

Clear Rules Proactive

Redirect Misbehav. Student Behavior

PRODUCTIVITY Max Learning Time

Routines Transitions

Teacher Preparation


Effective Facilitation Variety Mod/Materials

Student Interest Clear Learning Object.

POSITIVE INTERACTIONS Classroom: *Having class think of friendships to share with classmate next to them

Target Student: *Having Marcus come sit by teacher during reading

*Giving Marcus special task of remembering friendships in book

CHALLENGING INTERACTIONS Classroom: *Transition to reading circle on the floor

*Class giggling at Marcus

*Class seemed to get fidgety during reading

*Julia asking to go to the bathroom

Target Student: *Marcus being called back to clean up math homework *Marcus calling out friendship answer

RELEVANT TIPS/TOOLS

Classwide Strategies (toolkit): BM: Good Behavior Game Prod: Develop transition rules

Targeted Strategies (toolkit): BM: Effective reprimands: Short, soft, close, calm Prod: Self-monitoring card


BRIDGE Toolkit Dimension Observed Effective Practice Classwide Strategies Targeted Strategies

Positive Climate • Positive, respectful relationships • Enthusiasm and enjoyment

• Classroom expectations • Positive peer reporting

• Good news notes • “Catch ‘em being good”

Teacher Sensitivity

• Teacher awareness of student academic and emotional needs

• Effort to address student needs

• Short, soft, close, and calm • Noticing students “in the

moment”

• Self-monitoring • Random positive attention • Student help signal

Regard for Student

Perspectives

• Emphasis on students’ interests • Meaningful roles for students

• Think-pair-share • Peer assisted learning

• Reciprocal peer tutoring • Student leadership board

Behavior Management

• Clear, consistent rules • Positive and proactive prevention • Effective redirection

• Good Behavior Game • Mystery motivator

• Behavioral contract • Effective reprimands • Token economies

Productivity • Teacher is prepared • Students know what to do • Smooth transitions

• Transition rules / tools • Classroom routines

• Daily report cards • Performance feedback


• Teachers maximize engagement • Many modalities used for

instruction

• Effective questioning • Advanced organizers

• Response cards • Mixed small groups

Atkins et al., 2015; Berryhill & Prinz, 2003; Embry, 2004; Pianta et al., 2008; Reddy, Newman, De Thomas, & Chun, 2009






Teacher Sensitivity




moment”


Regard for Student

Perspectives




Behavior Management









instruction









Teacher Sensitivity




moment”


Regard for Student

Perspectives




Behavior Management









instruction




Self-Monitoring RULES MORNING AFTERNOON

RAISE HAND 1 2 3 4 1 2 3 4

STAY IN SEAT 1 2 3 4 1 2 3 4

USE QUIET VOICE 1 2 3 4 1 2 3 4

WORK TOGETHER 1 2 3 4 1 2 3 4

1 = Needs Improvement 2 = Barely OK 3 = Average 4 = Great If the teacher agrees with the student rating, put a line across the circled rating

If the teacher does not agree with the student rating, put an X across the circled rating

Student Name: Date:

Teacher Name: Date:

COMMENTS:




• Classroom expectations

• Positive peer reporting • Good news notes • “Catch ‘em being good”

Teacher Sensitivity




moment”


Regard for Student

Perspectives




Behavior Management









instruction





“For the next few weeks, we will work on how we get along in the classroom. I will choose one person to be the “star” for the day. At the end of class, everyone will have two opportunities to praise the behavior of the “star” student. To praise the star, you will say or write something positive the person said or did during the day. For example, ‘Ana shared her book with me today.’ Tomorrow I will add another student to the star group…”

/

___________________________________

(Name of the star)

What did he/she do that was kind or helpful?

Signed: _______________________________ Tootling Card

Positive peer reporting / Peer “tootling”






Teacher Sensitivity




moment”


Regard for Student

Perspectives




Behavior Management









instruction




Daily Report Cards • Together with

families (if possible) • Individualize for

student • Link to small reward

Student Name: ________________________ Date: ___________________

Good News Note!

Your child, , put a lot of hard work into

_________________________________________ this week.

KEEP UP THE GOOD WORK!

Signed _____________________________

Good News Notes • Random positive

attention OR • Positive

reinforcement for particular behavior






functioning



target student(s)

STEP 1: Observation





implement


Goal: Support implementation of classroom strategies

Tasks: Observe and coach in classroom for 30 minutes: Support teacher in implementing chosen strategy from toolkit

Monitor classroom interactions focused on target CLASS dimension

Note additional CLASS dimensions of focus for subsequent cycle


Tips and Tools Implementation Form

Teacher: _________________________________ Target Student(s): ________________________________

Consultant: _______________________________ Date: ___________ Start Time: ______ End Time: ______

Subject: _________________________________ Setting: ________________________________________ [reading, math, transition] [independent seatwork, small group, whole class]

PURPOSE: Observe and support the implementation of a classroom strategy.

Tips and Tools Implementation

Target CLASS dimension: PC TS RSP BM PROD ILF

Name of strategy implemented: ______________________________________

Name of person who implemented strategy: ____________________________

Describe the classroom strategy implementation: • Successes • Challenges • Suggestions


- Know your goals for using the strategy

- Gather the support you need to implement the strategy well

- Communicate clearly and concisely to the class (or the student) about the strategy

- Involve and motivate students to participate

- Implement the strategy in the same way more than once

- Be patient – problems will arise

- When problems arise, assess them, adjust the strategy, and try again


CLASSROOM RELATIONSHIPS Teacher-Student

Peer Relationships

TEACHING PRACTICES Emotional Support

Classroom Organization STUDENT COMPETENCE Behavioral Regulation Academic Self-Concept

Relationships

Classroom Outcomes

Training Supervision

Student Outcomes School-Community Resources

TARGET + CLASSMATE TARGET + CLASSMATE

BRIDGE Consultation and Coaching

1. Observation Class-wide: CLASS

Targeted: FBA

2. Consultation Collaborative

Problem-Solving

3. Implementation Universal EBPs Targeted EBPs


Looking back (Part II):

Observation, consultation, and implementation components of BRIDGE cycle

Looking forward (Conclusion):

Results of BRIDGE research trial

Integration into daily practice: Focus on billing


CLASSROOM RELATIONSHIPS Teacher-Student

Peer Relationships

TEACHING PRACTICES Emotional Support

Classroom Organization STUDENT COMPETENCE Behavioral Regulation Academic Self-Concept

Social Skills

Classroom Outcomes

Training Supervision

Student Outcomes School-Community Resources

TARGET + CLASSMATE TARGET + CLASSMATE

5 schools; 36 K-5th grade classrooms (regular and special education); 342 students (target and comparison); 80-90% free lunch; 99% Latino and Black

BRIDGE Consultation and Coaching

1. Observation Class-wide: CLASS

Targeted: FBA

2. Consultation Collaborative

Problem-Solving

3. Implementation Universal EBPs Targeted EBPs


Who? Agency clinicians: Social workers, school psychologists School employees: Counselors, school psychologists, and

social workers

How much? 1 consultation per month (~30 minutes) 1-2 observations and coaching per month 5-6 EB strategies implemented per classroom Supervision: 1-2 hours per month


Observed Means, Standard Deviations, and Intent-To-Treat Intervention Main Effect for Child Outcomes

Control Intervention 95% CI Effect

Size Outcome Variables Time 1 Time 2 Time 1 Time 2 b SE LL UL

Teacher-Student Closeness a 28.94 (6.71) 26.33 (5.58) 30.57 (4.70) 29.89 (5.33) 2.75* .08 2.59 2.91 0.47

Teacher-Student Conflict a 14.65 (7.64) 14.04 (7.35) 14.71 (7.24) 16.34 (7.33) 1.60 .92 -0.24 3.64 -

Aggressive Behavior b -0.09 (.83) 0.03 (.83) -0.13 (.79) -0.19 (.88) -0.13 .12 -0.37 0.11 -

Peer Victimization b -0.08 (.89) -0.07 (1.05) -0.10 (.79) -0.16 (.85) -0.27* .12 -0.51 -0.03 0.31

Academic Self-Concept b 2.87 (.66) 2.81 (.67) 2.84 (.63) 3.04 (.66) 0.20* .09 0.02 0.38 0.31

Behavioral Regulation a c 58.71 (14.31) 58.08 (13.61) 58.95 (15.11) 62.86 (17.20) -.00 .00 0.00 0.00 -

* p < .05

a. Subsample participants (n = 159)

b. All 2nd to 5th grade students (n = 226)

c. Without 4 extreme outliers (n = 155)

Magnified effects for target students with behavioral difficulties

Note. Covariates included in each model were class size, grade level, classroom type, years teaching, child gender, and Time 1 measures of the outcome variables.


Note. Low T1 Emotional Support = 1 SD below the mean; Mean T1 Emotional Support = at the mean (= 4.41); Estimated effect includes all covariates (classroom type, class size, grade level, teaching experience)

Moderated Intervention Effect on Time 2 Emotional Support by Intervention Condition and Time 1 Emotional Support


“I felt support, I felt like I'm not alone. Somebody was there to see that I try and I try ... Like when a child just cried and didn't stop crying… Sometimes I was at the point I wanted to cry, but I talked it out.” (Teacher)

“Even though I had the training and I had the resources, I felt a little bit in the beginning like – ‘What are all these dimensions? What am I doing?’ – until I went through one with the teacher and saw how it could work. Then it started to feel like my own …” (School MH Professional)


1. Many teachers need and want support (consultation/coaching) to work well with behaviorally challenging students

2. School- and agency-employed mental health professionals can provide support to teachers within the context of a mental health model focused on children with behavioral needs

3. Teachers and children with and without behavioral difficulties can benefit from that support

NOTE: This is not about a particular model/program ….

This is about incorporating (billable) prevention activities into mental health services models to support children’s learning and mental health in schools


Services Definition Assessment (Initial) Face-to-face interaction between a clinician and recipient and/or

collaterals to determine the appropriateness of the recipient for admission to a clinic, the appropriate mental health diagnosis, and the development of a treatment plan for such recipient.

Psychotherapy (Individual, Family, Group)

Therapeutic communication and interaction for the purpose of alleviating symptoms or dysfunction associated with an individual’s diagnosed mental illness or emotional disturbance, reversing or changing maladaptive patterns of behavior, encouraging personal growth and development, and supporting the individual’s capacity to achieve age appropriate developmental milestones.

Crisis Intervention Activities, including medication and verbal therapy, which are designed to address acute distress and associated behaviors when the individual’s condition requires immediate attention.


Majority of reimbursable MH services are limited to only children on the identified provider’s caseload. For children receiving services reimbursed by Medicaid fee-for-service, there must be a treatment plan, authorized by an MD or psychiatrist, as a condition of such reimbursement. For school-based group psychotherapy service, the duration of the service may be that of the school period provided the school period is of duration of at least 40 minutes.


Services provided to family members, or others who regularly interact with the child and is directly affected by or has the capability of affecting his or her condition is reimbursable, provided that individual has a role in treatment and is identified in the treatment plan as a collateral. A group composed of collaterals for purposes of goal-oriented problem solving, assessment of treatment strategies and provision of practical skills for assisting identified children in the management of his or her illness is also reimbursable when these individuals are identified as collaterals in the participants treatment plan.


Consultation sessions w/teachers (Collaterals) Pre-observation -discussions regarding the child’s

diagnosed mental illness or emotional disturbance, maladaptive patterns of behavior, and corresponding functional deficits. Post observation- discussions regarding specific

behavioral management strategies related to goal attainment. Additional meetings as needed to review and/or modify

the plan. Crisis intervention in the classroom Face to Face contact with a youth who’s condition

requires immediate attention.


Established Medical Necessity Utilizing DSM-V criteria (Diagnosis)

Treatment Plan Key school personnel (who have a role in treatment)

identified as a collateral Goals and objectives identified Authorization (by MD or Psychiatrist)

Progress Notes Duration of contact with collaterals (i.e.: teacher, support

staff) Strategies implemented Response - Must document progress (or lack thereof) towards

goals.


Non Medicaid Reimbursable Services, but essential to treatment and improving MH climate: Classroom observations of the child Attendance at meetings In-service presentations

Please note:

Providers need to assure that they are in compliance with regulations as they may change and have additional requirements. In addition providers should consult internally with their compliance and billing policies and procedures.


Not easy or simple

Small to moderate effects

Small effects can shift trajectories

Need prevention—treatment integration

Need EBPs infused into the children’s daily contexts of learning and development

Goal is for more children – across the spectrum of strength and need – to succeed in school and beyond


Write in your questions


National Institute of Mental Health (1P20MH078458-01A2; 1K01 MH083694) IES/APA Postdoctoral Education Research Training Fellowship

NYU Steinhardt School of Culture, Education, and Human Development

Marc Atkins Bridget Hamre Erum Nadeem Ha Yeon Kim Sibyl Holland Caroline Bilal Daisy Jackson Sonja Schoenwald

Candace Coccaro David Henry Stacy Frazier Charles Soulé

Contact Information: Elise Cappella, PhD

New York University [email protected]

(212) 992-7685

Teachers MH Professionals

Students

mailto:[email protected]


Please complete post webinar survey and give us your ideas for future topics in the School Based

Mental Health Webinar Series!!

THANK YOU


Yvette Kelly [email protected]

Jim Rodriguez, LCSW, PhD [email protected]

McSilver Institute for Poverty Policy and Research NYU School of Social Work

www.mcsilver.org www.ctactny.com



http://www.mcsilver.org/

http://www.ctactny.com/

Documents

Elise Cappella, Ph.D. Associate Professor of Applied ... · The Community Technical Assistance Center of New York Based in standardized system of understanding effective classrooms