A pre­sen­ta­tion by Kei­th Her­man, Sep­tem­ber 2016

Link to the Pow­er­Point Pre­sen­ta­tion Slides

Link to Asso­ci­at­ed Hand­outs (PDF)

Mis­souri Coun­cil of Admin­is­tra­tors of Spe­cial Edu­ca­tion (MO-CASE) Con­fer­ence, Sep­tem­ber 2016

A pre­sen­ta­tion by Kei­th Herman.

Link to Pre­sen­ta­tion Pow­er­Point Slides

Link to Asso­ci­at­ed Handouts

Nation­al Asso­ci­a­tion of School Psy­chol­o­gists (NASP) Annu­al Con­ven­tion, Feb­ru­ary 2015

A Pre­sen­ta­tion by Wendy Reinke, Kei­th Her­man, and Mark Weist.

Link to Pre­sen­ta­tion Slides (PDF)

Asso­ci­a­tion for Pos­i­tive Behav­ior Sup­port (APBS) Con­fer­ence, March 2014

A Pre­sen­ta­tion by Wendy Reinke, Kei­th Her­man and Mark Weist.

Link to Pre­sen­ta­tion Slides (PDF)

Soci­ety for Research on Edu­ca­tion­al Effec­tive­ness (SREE) Con­fer­ence, March 2014

A Pre­sen­ta­tion by Wendy Reinke, Kei­th Her­man, and Nian­bo Dong

Link to Pre­sen­ta­tion Slides (PDF)

Authored by: Jen­nifer P. Keper­ling, Wendy M Reinke, Dana March­ese, and Nicholas Ialon­go, (2015). Guil­ford Press. 

Ide­al for use in teacher work­shops, this book pro­vides vital cop­ing and prob­lem-solv­ing skills for man­ag­ing the every­day stress­es of the class­room. Spe­cif­ic strate­gies help teach­ers at any grade lev­el gain aware­ness of the ways they respond in stress­ful sit­u­a­tions and improve their over­all well-being and effec­tive­ness. Each chap­ter offers effi­cient tools for indi­vid­u­als, as well as group exer­cis­es. Teach­ers’ sto­ries are woven through­out. In a large-size for­mat with lay-flat bind­ing for easy pho­to­copy­ing, the book includes 45 self-mon­i­tor­ing forms, work­sheets, and oth­er hand­outs. Pur­chasers also get access to a Web page where they can down­load and print the repro­ducible materials.

Find It Here

Ama­zon

Guil­ford Press

Authored by: Kei­th Her­man and Wendy Reinke, (2015). Guil­for­rd Press

Numer­ous group inter­ven­tions have been shown to be effec­tive for help­ing K‑8 stu­dents who are strug­gling with–or at risk for–a wide range of men­tal health and behav­ior prob­lems. This unique book gives school prac­ti­tion­ers indis­pens­able tools for mak­ing any evi­dence-based group inter­ven­tion more suc­cess­ful. It address­es the real-world imple­men­ta­tion chal­lenges that many man­u­als over­look, such as how to engage chil­dren and par­ents and sus­tain their par­tic­i­pa­tion, man­age behav­ior in groups, and trou­bleshoot cri­sis sit­u­a­tions. User-friend­ly fea­tures include case exam­ples, reflec­tion ques­tions, role-play sce­nar­ios, and 31 repro­ducible forms and hand­outs; the print book has a large-size for­mat with lay-flat bind­ing for easy pho­to­copy­ing. Pur­chasers get access to a Web page where they can down­load and print the repro­ducible materials.

Ama­zon

Guil­ford Press

Authored by: Melis­sa Stor­mont, Wendy Reinke, Kei­th Her­man, and Eri­ca Lem­bke, (2012). Guil­ford Press.

This user-friend­ly vol­ume pro­vides evi­dence-based tools for meet­ing the needs of the approx­i­mate­ly 15% of K to 6 stu­dents who would ben­e­fit from more sup­port than is uni­ver­sal­ly offered to all stu­dents but do not require inten­sive, indi­vid­u­al­ized inter­ven­tion. With a unique focus on small-group inter­ven­tions for both aca­d­e­m­ic and behav­ioral dif­fi­cul­ties, the book address­es exter­nal­iz­ing behav­ior, inter­nal­iz­ing behav­ior, read­ing, and math­e­mat­ics. Step-by-step guide­lines are pre­sent­ed for screen­ing, select­ing inter­ven­tions, and progress mon­i­tor­ing. Ways to involve fam­i­lies and ensure that prac­tices are cul­tur­al­ly respon­sive are described. In a con­ve­nient large-size for­mat, the book includes more than 20 repro­ducible hand­outs and forms

Ama­zon

Guil­ford Press

Authored by: Wendy Reinke, Kei­th Her­man, and Randy Spir­ck, (2011). Guil­ford Press.

High­ly acces­si­ble and user-friend­ly, this book focus­es on help­ing K–12 teach­ers increase their use of class­room man­age­ment strate­gies that work. It address­es moti­va­tion­al aspects of teacher con­sul­ta­tion that are essen­tial, yet often over­looked. The Class­room Check-Up is a step-by-step mod­el for assess­ing teach­ers’ orga­ni­za­tion­al, instruc­tion­al, and behav­ior man­age­ment prac­tices; help­ing them devel­op a menu of inter­ven­tion options; and over­com­ing obsta­cles to change. Easy-to-learn moti­va­tion­al inter­view­ing tech­niques are embed­ded through­out. In a con­ve­nient large-size for­mat, the book includes 20 repro­ducible forms, check­lists, and templates.

Ama­zon

Guil­ford Press

Authored by: Melis­sa Stor­mont, Aaron Thomp­son, Kei­th Her­man, and Wendy Reinke, (2016). Pub­lished in Assess­ment for Effec­tive Intervention.

Abstract

The pur­pose of the study was to exam­ine the rela­tions among a sin­gle item school readi­ness screen­er, social/emotional rat­ings, and aca­d­e­m­ic per­for­mance. A pri­or study found that sin­gle item kinder­garten readi­ness rat­ings com­plet­ed in the fall pre­dict­ed end-of-year aca­d­e­m­ic and behav­ior out­comes even after con­trol­ling for base­line scores. Here, we attempt­ed to extend these find­ings by using a sin­gle over­all readi­ness item, an expand­ed rat­ing scale for the item, and a com­par­i­son with oth­er social and emo­tion­al rat­ings pro­vid­ed by teach­ers. Fifty-five teach­ers in 18 ele­men­tary school sites com­plet­ed the over­all readi­ness item on 893 kinder­garten stu­dents. Teach­ers also com­plet­ed Lik­ert-type social emo­tion­al items and assess­ments of emer­gent lit­er­a­cy skills on all stu­dents. Results sug­gest­ed that teach­ers use basic social behav­ior expec­ta­tions in their judg­ments of readi­ness rather than extreme dis­rup­tive behav­iors. In addi­tion, the sin­gle item iden­ti­fied stu­dents who were below bench­mark and not pre­pared to start school with high­er accu­ra­cy than a 14-item social rat­ing scale. Dis­cus­sion focus­es on the promise and lim­i­ta­tions of the sin­gle item mea­sure and future direc­tions for its study and use.her con­sul­ta­tion mod­el, the Class­room Check-Up. An effi­ca­cy tri­al was imple­ment­ed dur­ing the 2016–2017 school year. 

Sage Pub­lish­ing Jour­nal Link

Authored by: Wendy Reinke, Kei­th Her­man, and Lori New­com­er, (2016). Pub­lished in Assess­ment for Effec­tive Intervention.

Abstract

Mea­sures that can be used to iden­ti­fy mal­leable, dynam­ic indi­ca­tors of teacher prac­tices that lead to or are asso­ci­at­ed with stu­dent out­comes are need­ed to inform class­room inter­ven­tions and con­sul­ta­tion prac­tices with teach­ers. The pur­pose of this study was to eval­u­ate and val­i­date the Brief Student–Teacher Class­room Inter­ac­tion Obser­va­tion in ele­men­tary class­rooms (Grades K–3). A uni­ver­sal sam­ple of 896 stu­dents was observed dur­ing class­room instruc­tion. The mea­sure was uti­lized to gath­er infor­ma­tion on how teach­ers inter­act­ed with stu­dents with regard to their use of pos­i­tive ver­sus neg­a­tive feed­back dur­ing a 5‑min win­dow at the start of the school year. Find­ings indi­cate that stu­dents who received more neg­a­tive feed­back than pos­i­tive feed­back from their teacher were rat­ed at the end of the year as hav­ing a sig­nif­i­cant increase in prob­lems with emo­tion reg­u­la­tion, con­cen­tra­tion prob­lems, and observed dis­rup­tive behav­ior, where­as stu­dents who received more pos­i­tive feed­back demon­strat­ed sig­nif­i­cant increas­es in proso­cial behav­iors. Impli­ca­tions for how this brief 5‑min obser­va­tion can be used to inform teacher prac­tice and iden­ti­fy stu­dents at the start of the year in need of addi­tion­al sup­ports are discussed.

Sage Pub­lish­ing Jour­nal Link

Authored by: Jenk­ins Flo­ress and Wendy Reinke, (2015). Pub­lished in Psy­chol­o­gy in Schools. 

Abstract

The use of teacher praise in the class­room has been the sub­ject of empir­i­cal research since the 1970s, but despite more than four decades of research on the use of teacher praise, large gaps con­tin­ue to exist in the lit­er­a­ture. Clar­i­fy­ing the role and ben­e­fit of teacher praise is par­tic­u­lar­ly impor­tant because the use of pos­i­tive, proac­tive strate­gies is pro­mot­ed by large-scale behav­ior ini­tia­tives (e.g., Pos­i­tive Behav­ior Inter­ven­tions and Sup­port). The goal of this review is to sum­ma­rize the exist­ing research on teacher praise, includ­ing rates of praise, types of praise, and the asso­ci­a­tion between praise and stu­dent behav­ior. In addi­tion to sum­ma­riz­ing the extant lit­er­a­ture, future direc­tions for research are high­light­ed. This review reveals that there is a need for cur­rent, large-scale stud­ies with con­sis­tent oper­a­tional def­i­n­i­tions that mea­sure the rate of dif­fer­ent types of praise across dif­fer­ent grades and instruc­tion­al activ­i­ties, while simul­ta­ne­ous­ly mea­sur­ing stu­dent behav­ioral outcomes.

Sage Pub­lish­ing Jour­nal Link

In school-based set­tings, coach­ing is described as a pro­fes­sion­al devel­op­ment prac­tice in which a per­son with spe­cial­ized knowl­edge works with a teacher to change cur­rent prac­tices to bet­ter stu­dent out­comes. Coach­ing has emerged as a strat­e­gy to sup­port the suc­cess­ful deploy­ment of evi­dence-based inter­ven­tions. Still, lit­tle is known about the coach­ing process itself, and the lit­er­a­ture does not yet clear­ly define the activ­i­ties and skills that com­prise the coach­ing process. In this arti­cle, we explore the­o­ret­i­cal sup­port for moti­va­tion­al inter­view­ing (MI) [Miller, W. R., & Roll­nick, S. (2012). Moti­va­tion­al inter­view­ing: Help­ing peo­ple change. New York, NY: Guil­ford Press] as a behav­ior change the­o­ry to guide coach­ing prac­tice and research. In addi­tion, we pro­pose activ­i­ties to con­cep­tu­al­ize the coach­ing process, iden­ti­fy skills that are like­ly to con­tribute to suc­cess­ful coach­ing, high­light spe­cif­ic inter­ven­tions or mod­els that have used an MI approach to increase imple­men­ta­tion fideli­ty with­in the con­text of a coach­ing rela­tion­ship, and dis­cuss impli­ca­tions for future research and practice

Full Arti­cle (PDF)

Authored by: Melis­sa Stor­mont, Kei­th Her­man and Wendy Reinke, (2015). Pub­lished in Beyond Behavior.

Chil­dren with inter­nal­iz­ing behav­iors man­i­fest prob­lems that begin as ear­ly as first grade (Merikan­gas et al., 2010). Inter­nal­iz­ing prob­lems include anx­i­ety, social with­draw­al, and depres­sion, where­as exter­nal­iz­ing prob­lems include dis­rup­tive, impul­sive, defi­ant, and act­ing-out types of behav­ior (Kauff­man & Lan­drum, 2009). Chil­dren with inter­nal­iz­ing behav­iors have a vari­ety of neg­a­tive out­comes that could be pre­vent­ed with ear­ly inter­ven­tion (Her­man, Reinke, Parkin, Tray­lor, & Agar­w­al, 2009; Stor­mont, Reinke, Her­man, & Lem­bke, 2012). Unfor­tu­nate­ly, schools are not pre­pared to sup­port all stu­dents with emo­tion­al and behav­ior prob­lems, and chil­dren with inter­nal­iz­ing prob­lems are par­tic­u­lar­ly vul­ner­a­ble, giv­en these symp­toms often go unno­ticed and untreat­ed, even in severe cas­es (Beard­slee, Keller,
Lavori, Sta­ley, & Sacks, 1993; Pratt, Brody, & Gu, 2011). To sup­port ear­ly inter­ven­tion for this group of stu­dents, it is impor­tant to under­stand how teach­ers can work to pre­vent or ame­lio­rate prob­lems. Chil­dren often expe­ri­ence inter­nal­iz­ing symp­toms in school set­tings and may expe­ri­ence them because of demands for skills they may not have and inter­ac­tions with peers that may be unsuc­cess­ful. In this arti­cle, we out­line a frame­work for inter­ven­ing with inter­nal­iz­ing behav­iors as well as pro­vide some prac­ti­cal tips teach­ers can use to help sup­port chil­dren in class­room set­tings. Although our focus is ele­men­tary school stu­dents, we do believe that some of the strate­gies could be used with old­er chil­dren as well.

Full Arti­cle (PDF)