Practice-based coaching (PBC) promotes a strong collaborative partnership between teachers and coaches to facilitate the use of effective instructional practices. The PBC process includes skills instruction on BEST in CLASS practices, shared goals and action planning, implementation support, classroom observation, and reflection and feedback.
BEST in CLASS (Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success) is a tier 2 (targeted) evidence-based intervention for young children with persistent and intensive challenging behaviors.
Now more than ever, many children and youth are exposed to potentially traumatic events, whether it be from community or school violence, natural disasters, or the sudden loss of a loved one.
Since 2019, we’ve not only engaged with educators, community members, and mental health service providers to co-author blogs about their challenges and accomplishments on the ground, but we also compiled helpful resources from our colleagues to promote collective work in the field and across the country.
Jennifer Donahue is a program administrator at the San Francisco Unified School District’s Student, Family and Community Support Department and has been a close partner of SRI’s Behavior Research team for many years. We recently interviewed Jennifer on what her experience has been and being involved in a researcher-practitioner partnership has benefited her programs.
Dr. Michelle Woodbridge (who has been studying prevention and intervention programs related to school-based mental health for more than 25 years) discusses the benefits of collecting and sharing information about local community resources with participants in research studies. This video was produced by the 3C Institute. Helpful resources on cognitive behavior interventions can be found on … Continue reading Local trauma-informed care resources empower communities
Researcher-practitioner partnerships in implementing & evaluating evidence-based programs in schools
Implementing and evaluating evidence-based programs (EBPs) in schools requires strong researcher-practitioner partnerships. Here’s what Dr. Michelle Woodbridge (who has been studying prevention and intervention programs related to school-based mental health for more than 25 years) says about the role of communication in implementing EBPs in schools. This video was produced by the 3C Institute. Helpful resources … Continue reading Researcher-practitioner partnerships in implementing & evaluating evidence-based programs in schools
What is it like to work for a nonprofit research center? See what Dr. Carl Sumi, Senior Principal Education Researcher at SRI International, says about working at a nonprofit research institute. This video was produced by the 3C Institute. Helpful resources on cognitive behavior interventions can be found on the Cognitive Behavioral Intervention for Trauma in … Continue reading Benefits of working at a nonprofit research institute vs. academic university
In this video, Dr. Michelle Woodbridge (who has been studying prevention and intervention programs related to school-based mental health for more than 25 years) discusses how to evaluate the fit of EBPs for schools. This video was produced by the 3C Institute. Additional resources on cognitive behavior interventions can be found on the Cognitive Behavioral … Continue reading How to determine the quality of evidence-based programs (EBP) for schools
In this video, Dr. Carl Sumi, an expert in student behavioral research and interventions, discusses the importance of using data to make decisions in PBIS schools. This video was produced by the 3C Institute. Helpful resources on cognitive behavior interventions can be found on the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program website. … Continue reading Using data to make better decisions in positive behavioral support programs