Sustainability of Teacher Implementation of School-Based Mental Health Programs

By Susan S. Han, B. Weiss. Journal of Abnormal Child Psychology, 2005

679 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, General Health Professions

View Paper: https://www.semanticscholar.org/paper/b420854d746dc8c5a731ee54f1b406eecc97437c

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In Developmental and Educational Psychology

In General Health Professions

Citations in the corpus

Teaching Paraprofessionals of Students With Autism to Implement Pivotal Response Treatment in Inclusive School Settings Using a Brief Video Feedback Training Package (2011, background): “Unfortunately, didactic workshops tend to produce only temporary behavior change, if any change occurs at all (Han & Weiss, 2005; Rose & Church, 1998; Schepis, Reid, Ownbey, & Clark, 2003; Tate, Thompson, & McKerchar, 2005; Watson & Kramer, 1995).”
Generalizing Effective Teaching Skills: The Missing Link in Teacher Preparation (2008, background): “Teachers must have strong skills before they can generalize ( Han and Weiss 2005 ).”
The Interaction Effects of Program Training, Dosage, and Implementation Quality on Targeted Student Outcomes for The RULER Approach to Social and Emotional Learning (2012, background): “In general, teachers’ beliefs about their teaching efficacy also influence their delivery of instructional programming (Han & Weiss, 2005).”
Promoting Mental Health Literacy Among Educators (2013, background): “In their review of schoolbased mental health programs, however, Han and Weiss (2005) suggested that the provision of teacher training may not be sufficient over the long term, even with structural support.”
Supporting students’ mental health in schools: what do teachers want and need? (2019, background): “Poor sustainability of teacher-led interventions may be due to low levels of acceptability for teachers (Han and Weiss 2005).”
Statewide Assessment of Professional Development Needs Related to Educating Students With Autism Spectrum Disorder (2014, background): “…some descriptive studies suggest that when educators have low views of their own self-efficacy, they may actually be less enthusiastic about pursuing professional development, as they do not envision additional training as a path to more effective teaching (Han & Weiss, 2005; Stein & Wang, 1988).”
Using Desktop Videoconferencing to Deliver Interventions to a Preschool Student With Autism (2010, background): “The provision of quality feedback is essential for intervention sustainability (Han & Weiss, 2005).”
School‐based prevention: current status and future challenges (2010, background): “An important variable that has been neglected is the background, training, attitudes, classroom‐management skills, and coping styles of teachers (Han & Weiss, 2005 ).”
The Incredible Years Teacher Classroom Management Training: The Methods and Principles That Support Fidelity of Training Delivery (2011, background): “Principle 4: Build Participants’ Confidence and Self-Efficacy Teachers will only be successful in implementing new practices if they believe that they can do it and if they believe doing so will produce desired changes (see Han & Weiss, 2005).”
The Role of Teachers’ Psychological Experiences and Perceptions of Curriculum Supports on the Implementation of a Social and Emotional Learning Curriculum (2009, neutral): “In an effort to maximize implementation quality of evidence-based programs in schools, researchers have developed models of school-based implementation that identify the factors that may facilitate or undermine the implementation process (Greenberg et al., 2001; Han & Weiss, 2005; Ozer, 2006).”
Maximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools: A Conceptual Framework (2008, background): “Han and Weiss (2005) provide a model of how implementer experience of success with an intervention and attribution of student improvements to the intervention influence motivation and skill over time, which, in turn, promotes high-quality implementation and sustainability.”
Generalizing Teaching Techniques from University to K-12 Classrooms: Teaching Preservice Teachers to Use What They Learn (2009, background): “The need to teach preservice teachers to generalize techniques across time and settings is not a recent phenomena but one that has been well established in the literature (Boudah et al. 2001; Bowles and Nelson 1976; Engelmann 1988; Gersten et al. 1995; Greenwood and Abbot 2001; Han and Weiss 2005; ”
Social and Emotional Learning in the Kindergarten Classroom: Evaluation of the Strong Start Curriculum (2009, background): “A well designed and implemented program will allow enough flexibility to adapt to changing circumstances, while aiming to achieve sustainability and integrity to core principles even after initial training and support are withdrawn ( Han and Weiss 2005 ).”
Classroom-Level Positive Behavior Supports in Schools Implementing SW-PBIS (2013, background): “Successful implementation of a new strategy, particularly if positive student behaviors are linked to this new practice, will increase the likelihood that teachers will use this strategy in the future (Han & Weiss, 2005).”