Presentations & Publications
Missouri Prevention Center team members engage in a variety of professional pursuits by attending and presenting at a number of conferences throughout the year and by publishing books, book chapters and journal articles. Highlights are shown below and a comprehensive list from prior years can be viewed in each of our past Annual Reports.
Stress Management for Teachers
A presentation by Keith Herman, September 2016
Link to the PowerPoint Presentation Slides
Motivational Interviewing in Schools: Strategies for Engaging Parents, Students, and Teachers
Missouri Council of Administrators of Special Education (MO-CASE) Conference, September 2016
A presentation by Keith Herman.
Link to Presentation PowerPoint Slides
Designing, Implementing, and Understanding School-Based Randomized Trials
National Association of School Psychologists (NASP) Annual Convention, February 2015
A Presentation by Wendy Reinke, Keith Herman, and Mark Weist.
Coaching to Improve Classroom Management
Association for Positive Behavior Support (APBS) Conference, March 2014
A Presentation by Wendy Reinke, Keith Herman and Mark Weist.
The Incredible Year Teacher Classroom Management Program — Initial Findings from a Group Randomized Control Trial
Society for Research on Educational Effectiveness (SREE) Conference, March 2014
A Presentation by Wendy Reinke, Keith Herman, and Nianbo Dong
Books Authored by MPC Affiliates
Stress Management for Teachers: A Proactive Guide
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
Group Interventions in Schools: A Guide for Practitioners
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.
Academic and Behavior Supports for At-Risk Students: Tier 2 Interventions
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
Motivational Interviewing for Effective Classroom Management: The Classroom Management: The Classroom Check-Up
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.
Selected Journal Articles (since July 2013)
The Social and Emotional Dimensions of a Single Item Overall School Readiness Screener and its Relation to Academic Outcomes
Authored by: Melissa Stormont, Aaron Thompson, Keith Herman, and Wendy Reinke, (2016). Published in Assessment for Effective Intervention.
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.
The Brief Student–Teacher Classroom Interaction Observation: Using Dynamic Indicators of Behaviors in the Classroom to Predict Outcomes and Inform Practice
Authored by: Wendy Reinke, Keith Herman, and Lori Newcomer, (2016). Published in Assessment for Effective Intervention.
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.
Rates and types of teacher praise: A review and future directions
Authored by: Jenkins Floress and Wendy Reinke, (2015). Published in Psychology in Schools.
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.
Motivational Interviewing as a Framework to Guide School-Based Coaching and Consultation
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
The Overlooked Children: How Teachers Can Support Children with Internalizing Behavior
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.