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Refining an intervention for students with emotional disturbance using qualitative parent and teacher data

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  • Buchanan, Rohanna
  • Nese, Rhonda N.T.
  • Palinkas, Lawrence A.
  • Ruppert, Traci

Abstract

Intensive supports are needed for students with emotional disturbance during high-risk transitions. Such interventions are most likely to be successful if they address stakeholder perspectives during the development process. This paper discusses qualitative findings from an iterative intervention development project designed to incorporate parent and teacher feedback early in the development process with applications relevant to the adoption of new programs. Using maximum variation purposive sampling, we solicited feedback from five foster/kinship parents, four biological parents and seven teachers to evaluate the feasibility and utility of the Students With Involved Families and Teachers (SWIFT) intervention in home and school settings. SWIFT provides youth and parent skills coaching in the home and school informed by weekly student behavioral progress monitoring. Participants completed semi-structured interviews that were transcribed and coded via an independent co-coding strategy. The findings provide support for school-based interventions involving family participation and lessons to ensure intervention success.

Suggested Citation

  • Buchanan, Rohanna & Nese, Rhonda N.T. & Palinkas, Lawrence A. & Ruppert, Traci, 2015. "Refining an intervention for students with emotional disturbance using qualitative parent and teacher data," Children and Youth Services Review, Elsevier, vol. 58(C), pages 41-49.
    • Handle: RePEc:eee:cysrev:v:58:y:2015:i:c:p:41-49
    DOI: 10.1016/j.childyouth.2015.08.014
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    References listed on IDEAS

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    1. Glasgow, R.E. & Lichtenstein, E. & Marcus, A.C., 2003. "Why Don't We See More Translation of Health Promotion Research to Practice? Rethinking the Efficacy-to-Effectiveness Transition," American Journal of Public Health, American Public Health Association, vol. 93(8), pages 1261-1267.
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    Cited by:

    1. Rohanna Buchanan & Miriam Clark, 2017. "Understanding Parent–School Communication for Students with Emotional and Behavioral Disorders," The Open Family Studies Journal, Bentham Open, vol. 9(1), pages 122-131, October.

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