Lisa M Hagermoser Sanetti
Biographic Data
| ID | 7789768 |
|---|---|
| NAME | Lisa M Hagermoser Sanetti |
| GIVEN NAMES | Lisa M Hagermoser |
| FAMILY NAME | Sanetti |
| SIGNATURE | SANETTI L M H |
| AFFILIATIONS | University of Connecticut |
| ORCID | 0000-0002-4480-9886 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Supporting paraeducators' adherence to behavior support plans through implementation planning
Educator perspectives on stressors and health
Educator well-being continued to be impacted in the post-pandemic era. Targeted interventions are needed to reduce school and district-related demands and to address stress-related educator well-being
Considering the implementation research-to-practice gap
Scale-out of a Total Worker Health® approach for designing interventions to reduce teacher stress
This pilot study is the first attempt to scale out the HWPP to educators, and while not intended to confirm efficacy, it showed promising results for scale-out. Results from Pilot Schools 1 and 2 suggest systematic use of quantitative and qualitative implementation data can effectively inform scale-out efforts that increase critical outcomes such as fidelity, acceptability, understanding, feasibility, system alignment, and leader engagement as we…
Using the Performance Diagnostic Checklist to evaluate and promote paraeducators' treatment fidelity
Treatment fidelity reporting in intervention outcome studies in the school psychology literature from 2009 to 2016
Both student outcomes and treatment fidelity data are necessary to draw valid conclusions about intervention effectiveness. Reviews of the intervention outcome literature in related fields, and prior reviews of the school psychology literature, suggest that many researchers failed to report treatment fidelity data. The purpose of this study was to replicate and extend previous reviews of treatment fidelity in four school psychology journals betwe…
Handbook of Evidence-Based Interventions for Children and Adolescents
Implementation science and school psychology.
The APA Division 16 Working Group on Translating Science to Practice contends that implementation science is essential to the process of translating evidence-based interventions (EBIs) into the unique context of the schools, and that increasing attention to implementation will lead to the improvement of school psychological services and school learning environments. Key elements of implementation and implementation science are described. Four cri…
No prominent works on this page.
Implementation science and school psychology.
The APA Division 16 Working Group on Translating Science to Practice contends that implementation science is essential to the process of translating evidence-based interventions (EBIs) into the unique context of the schools, and that increasing attention to implementation will lead to the improvement of school psychological services and school learning environments. Key elements of implementation and implementation science are described. Four cri…
Handbook of Evidence-Based Interventions for Children and Adolescents
Treatment fidelity reporting in intervention outcome studies in the school psychology literature from 2009 to 2016
Both student outcomes and treatment fidelity data are necessary to draw valid conclusions about intervention effectiveness. Reviews of the intervention outcome literature in related fields, and prior reviews of the school psychology literature, suggest that many researchers failed to report treatment fidelity data. The purpose of this study was to replicate and extend previous reviews of treatment fidelity in four school psychology journals betwe…
Using the Performance Diagnostic Checklist to evaluate and promote paraeducators' treatment fidelity
Scale-out of a Total Worker Health® approach for designing interventions to reduce teacher stress
This pilot study is the first attempt to scale out the HWPP to educators, and while not intended to confirm efficacy, it showed promising results for scale-out. Results from Pilot Schools 1 and 2 suggest systematic use of quantitative and qualitative implementation data can effectively inform scale-out efforts that increase critical outcomes such as fidelity, acceptability, understanding, feasibility, system alignment, and leader engagement as we…
Considering the implementation research-to-practice gap
Educator perspectives on stressors and health
Educator well-being continued to be impacted in the post-pandemic era. Targeted interventions are needed to reduce school and district-related demands and to address stress-related educator well-being
Supporting paraeducators' adherence to behavior support plans through implementation planning
Psychology (7 works) · Computer Science (5 works) · Fidelity (5 works) · Medical education (5 works) · Medicine (5 works) · Applied Psychology (4 works) · Intervention (counseling) (4 works) · Clinical Psychology (3 works) · Health Policy Implementation Science (3 works) · Psychiatry (3 works)