Ohio University

The goal of this study is to further develop and evaluate Beacon, a web-based system that helps educators make informed decisions about their choice of services and measures to help students with emotional and behavioral problems. The Beacon system is nearly operational for general education classrooms and school mental health professionals from K to 12. In this project, the research team will add services and assessments that can be provided by educators in alternative classrooms and finali...

Universal and targeted classroom management strategies that reduce disruptive student behavior and improve academic achievement are available; yet, teachers' adoption, implementation, and sustainment of these strategies are often limited due to multiple barriers. The goal of this project is to develop and evaluate an innovative implementation support package that combines technologyand strategic resources within the school social network (i.e., influential peers) to reduce barriers to implem...

The purpose of this study is to evaluate the efficacy of the Classroom Behavior Support Program (CBS) for improving elementary school teachers' classroom management and behavior and outcomes for all students, including those at risk for emotional and behavioral disorders (EBD). CBS is a multi-component, individually tailored consultation that was developed with previous IES funding to improve teachers' use of universal classroom management practices and targeted interventions. Such practices...

Attention-deficit hyperactivity disorder (ADHD) is a prevalent and chronic mental health disorder associated with significant adverse outcomes at school. Empirically supported treatments for students with ADHD consist of medication, behavioral interventions, and the combination of the two. Most of the treatments developed for students with ADHD focus on elementary age students, but adolescents with ADHD are at increased risk for school suspensions, academic failure, classroom behavior prob...

Research has shown that teacher-implemented interventions for students with attention deficit hyperactivity disorder (ADHD) have positive effects. However, given the many demands that teachers face, the extent to which teachers implement these interventions as recommended (i.e., with integrity) is variable and often declines in the absence of ongoing consultation with another professional. Limited use of these interventions is a significant problem and can compromise student outcomes. The so...