John H McGrew

Biographic Data

ID5417691
NAMEJohn H McGrew
GIVEN NAMESJohn H
FAMILY NAMEMcGrew
SIGNATUREMCGREW J H
AFFILIATIONSIndiana University – Purdue University Indianapolis
ORCID0000-0003-2874-3896
VERIFIEDYes
TOTAL WORKS12
TOTAL CITATIONS45
WORKS AS AUTHOR12
WORKS AS EDITOR0
FIRST PUBLICATION YEAR1986
LATEST PUBLICATION YEAR2025
H-INDEX2

  • A Comparison of Measurement of Stability and Predictors of Special Education Burnout and Work Engagement

    Open AccessLisa A Ruble, Christopher J Cormier et al.ARTICLERemedial and Special Education2025

    Special education teacher (SET) stress and burnout is a significant problem. A total of 490 special education teachers were surveyed across the United States. The purpose of this study was to (a) assess and compare three measures of burnout/work engagement, the Maslach Burnout Inventory (MBI), the Oldenburg Burnout Inventory (OLBI), and the Utrecht Work Engagement Scale (UWES) and (b) examine change over the course of a school year that coincided…

  • Type and Dosage of Performance Feedback Following Compass Consultation on Teacher and Student Outcomes

    Open AccessLindsey N Ogle, Lisa A Ruble et al.ARTICLERemedial and Special Education2024

    Little is known about differences in dosage or feedback that make teacher coaching effective in relation to teacher and student outcomes. This study builds upon previous research on the Collaborative Model for Promoting Competence and Success (COMPASS) to understand the impact of different types (face-to-face coaching vs. emailed feedback) and dosages (one vs. two or four) of performance feedback compared to receiving no feedback following an ini…

  • Matching Autism Interventions to Goals With Planned Adaptations Using Compass

    Open AccessLisa A Ruble, John H McGrew et al.ARTICLERemedial and Special Education2023

    To understand the process by which evidence-based practices (EBPs) move from identification as effective through research establishing empirically validated effects, to being routinely adopted to bring about meaningful impact, we examined the selection/adaptation process within a well-established consultation model, COMPASS, applying two frameworks—the Evidence-Based Practice in Psychology (EBPP) Framework and the Consolidated Framework for Imple…

  • Practice makes proficient

    Open AccessLisa A Ruble, Lindsey Ogle et al.ARTICLEPsychology in the Schools2023

    Objective: To test a training package for COMPASS, a multi-level consultation and coaching intervention for improved educational outcomes of students with ASD. Method: Using a Hybrid Type 3 design with emphasis on implementation and a multidimensional approach to evaluating implementation outcomes, we tested a training package with community-based consultant trainees (CTs) unfamiliar with COMPASS and evaluated acceptance, appropriateness, feasibi…

  • Stakeholder perspectives of adaptations of a burnout intervention for special education teachers

    Open AccessLisa A Ruble, Abigail M A Love et al.ARTICLEPsychology in the Schools2023

    The high attrition and turnover rates of qualified special education teachers (SETs) is a significant concern exacerbated by COVID‐19. Unfortunately, there are limited studies available on research‐based interventions to decrease burnout. The purpose of this study was to describe our processes and results for adaptations and modifications of BREATHE, a burnout intervention originally developed for community mental health workers, into Burnout Red…

  • Special educators’ mental health and burnout

    Open AccessJohn H McGrew, Lisa A Ruble et al.ARTICLETeaching and Teacher Education2023Cited by: 3References: 8

  • Socially distanced teaching

    Open AccessChristopher J Cormier, John H McGrew et al.ARTICLEJournal of Community Psychology2022Cited by: 1References: 10

    Little is known about the impact of the COVID‐19 pandemic on special education teachers. Of 468 surveyed across the United States, 38.4% met clinical criteria for generalized anxiety disorder, a rate 12.4 times greater than the U.S. population, and 37.6% for major depressive disorder, a rate 5.6 times greater than the population. Race/ethnicity, gender, or school funding was not related to mental health. The impact of the pandemic was moderate to…

  • Stigma resistance at the personal, peer, and public levels

    Ruth L Firmin, Lauren Luther et al.ARTICLEStigma and Health2016

    Stigma resistance is consistently linked with key recovery outcomes, yet theoretical work is limited. This study explored stigma resistance from the perspective of individuals with serious mental illness (SMI). Twenty-four individuals with SMI who were either peer-service providers (those with lived experience providing services; N = 14) or consumers of mental health services (N = 10) engaged in semistructured interviews regarding experiences wit…

  • Field Test of the Feasibility and Validity of Using the Hoosier Assurance Plan Instrument for Adults in a State Mental Health Program

    Open AccessFrederick L Newman, John H McGrew et al.ARTICLECommunity Mental Health Journal2009Cited by: 1References: 10

  • The Hoosier Assurance Plan Instrument for Adults (Hapi-A)

    Open AccessJohn H McGrew, John McGrew et al.ARTICLECommunity Mental Health Journal2007Cited by: 1References: 34

  • Measuring the fidelity of implementation of a mental health program model.

    John H McGrew, Gary R Bond et al.ARTICLEJournal of Consulting and…1994

  • Changes in peer and parent influence during adolescence

    Laurie Chassin, Laurie A Chassin et al.ARTICLEDevelopmental Psychology1986Cited by: 39References: 4

    The current study used a longitudinal design to investigate age-related changes in the magnitude of peer and parent influences on adolescent cigarette smoking. Both peer and parent influences were significant predictors of subsequent transitions to higher levels of smoking. However, unlike previous cross-sectional research, the magnitude of peer and parent influences did not significantly vary across the 6th- to 1 lth-grade levels. Additional ana…