Julie Sarno Owens
Dados Biográficos
| ID | 4495741 |
|---|---|
| NOME | Julie Sarno Owens |
| PRENOMES | Julie Sarno |
| SOBRENOME | Owens |
| ASSINATURA | OWENS J S |
| AFILIAÇÕES | Ohio University |
| ORCID | 0000-0002-4674-9637 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAÇÕES | 1 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2012 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
The effects of two consultation conditions on teacher classroom management practices and student rule violations
Behavioral problem-solving (BPS) consultation is an effective strategy to help teachers implement Tier 1 classroom management practices with fidelity. However, some teachers continue to experience barriers to implementation even when receiving such consultation, suggesting that additional components may be needed. Using a randomized controlled trial design, we evaluated the extent to which an enhanced Multi-Component Motivational Consultation (MC…
Using social network analysis to identify peer coaches in the real world of elementary schools
Coaching can increase elementary school teachers’ implementation of evidence‐based classroom practices, including equity‐centered or culturally responsive practices. However, coaching by personnel external to schools can be expensive and difficult to sustain. Community science principles and social network research suggest the potential of influential peer leaders in schools to accelerate implementation. In the first phase of a multi‐year project…
Exploring how general education teachers use school‐based consultation
Understanding general education teachers' experiences with and goals for school‐based consultation is warranted to address class‐wide and individual student concerns. In a sample of 66 general education teachers, we described their experiences with (1) informal consultation with colleagues, (2) school team meeting consultation, and (3) ongoing, structured consultation. Results indicated teachers received consultation most often for challenging in…
Handbook of School Mental Health
Elementary School Teachers’ Self-Assessment of Use of Positive Behavior Support Strategies and Goal Setting Related to Equity-Focused Features
The goal of the Maximize Program is to collaborate with educators to develop resources and procedures to facilitate teachers’ use of equity-focused behavioral supports. In this study, we describe teachers’ responses to the first iteration of the interactive Maximize Technology Platform. Ninety elementary school teachers from three schools were encouraged to use the platform to learn about the foundational concept of equity literacy, complete a se…
The utility of the Behavior Assessment System for Children‐2 Behavioral and Emotional Screening System and Strengths and Difficulties Questionnaire in predicting mental disorders in the Project to Lea…
We examined the predictive utility of the Behavior Assessment System for Children‐2 Behavioral and Emotional Screening System (BASC‐2‐BESS) and Strengths and Difficulties Questionnaire (SDQ) in identifying students with a mental disorder. Data were collected in a two‐stage study over 34 months with kindergarten‐12th grade (K–12) students (aged 5–19 years) in four US school districts. In Stage 1, teachers completed the BASC‐2‐BESS and the SDQ. In …
Formative behavioral assessment across eight constructs
Handbook of School Mental Health
Developing a web-based system for coordinating school-based care for students with social, emotional, and behavioral problems
Many students with social, emotional, and behavioral problems receive school-based services. Multi-Tiered System of Support (MTSS) is the one most frequently referenced systems for coordinating services. The goal of this framework is to effectively match assessment and services to the needs of individual students. In many schools this process is limited by a lack of an overall coordinating system. As a result, many students receive services for s…
Exploring teacher adoption, adaptation, and implementation of a daily report card intervention when using the daily report card online platform
Technology-based supports offer promise for helping elementary school teachers implement Tier 2 interventions to address challenging student behavior. The Daily Report Card Online (DRCO) platform is a cloud-based web application designed to support teachers’ adoption and implementation of a high-quality daily report card (DRC) intervention through the use of professional development resources, guided intervention design workflows, algorithm-based…
Associations between cross-racial friendships and children’s social and academic adjustment in racially diverse classrooms
This study examined bidirectional associations between cross-racial friendships and children's social and academic adjustment. Participants were 583 elementary school-age children in western Canada, or the midwestern United States (4–10 years; 279 girls; 143 Asian, 88 Black, 65 Hispanic or Latinx, 171 White, 116 mixed). Children's adjustment (social preference, academic enablers, academic performance) and friendship nominations (reciprocated, rec…
Teacher Practices, Peer Dynamics, and Academic Enablers
Establishing a positive peer climate in elementary school classrooms is an important goal for educators because peer dynamics are thought to affect academic learning. Thus, it is important to (a) understand the relationship between children's peer dynamics and academic functioning, and (b) identify teacher practices that influence both peer processes and academic outcomes. In this pilot study, we explored whether specific teacher strategies that …
Organization interventions as a mediator of change in grades in the Challenging Horizons Program
School-based intervention for adolescents with attention-deficit/hyperactivity disorder
Five direct behavior rating multi-item scales
Community-Based Prevalence of Externalizing and Internalizing Disorders among School-Aged Children and Adolescents in Four Geographically Dispersed School Districts in the United States
Adolescent Psychotherapy Outcomes in Community Mental Health
Using social network analysis to identify peer coaches in the real world of elementary schools
Coaching can increase elementary school teachers’ implementation of evidence‐based classroom practices, including equity‐centered or culturally responsive practices. However, coaching by personnel external to schools can be expensive and difficult to sustain. Community science principles and social network research suggest the potential of influential peer leaders in schools to accelerate implementation. In the first phase of a multi‐year project…
Adolescent Psychotherapy Outcomes in Community Mental Health
Five direct behavior rating multi-item scales
Community-Based Prevalence of Externalizing and Internalizing Disorders among School-Aged Children and Adolescents in Four Geographically Dispersed School Districts in the United States
Teacher Practices, Peer Dynamics, and Academic Enablers
Establishing a positive peer climate in elementary school classrooms is an important goal for educators because peer dynamics are thought to affect academic learning. Thus, it is important to (a) understand the relationship between children's peer dynamics and academic functioning, and (b) identify teacher practices that influence both peer processes and academic outcomes. In this pilot study, we explored whether specific teacher strategies that …
Organization interventions as a mediator of change in grades in the Challenging Horizons Program
School-based intervention for adolescents with attention-deficit/hyperactivity disorder
Developing a web-based system for coordinating school-based care for students with social, emotional, and behavioral problems
Many students with social, emotional, and behavioral problems receive school-based services. Multi-Tiered System of Support (MTSS) is the one most frequently referenced systems for coordinating services. The goal of this framework is to effectively match assessment and services to the needs of individual students. In many schools this process is limited by a lack of an overall coordinating system. As a result, many students receive services for s…
Exploring teacher adoption, adaptation, and implementation of a daily report card intervention when using the daily report card online platform
Technology-based supports offer promise for helping elementary school teachers implement Tier 2 interventions to address challenging student behavior. The Daily Report Card Online (DRCO) platform is a cloud-based web application designed to support teachers’ adoption and implementation of a high-quality daily report card (DRC) intervention through the use of professional development resources, guided intervention design workflows, algorithm-based…
Associations between cross-racial friendships and children’s social and academic adjustment in racially diverse classrooms
This study examined bidirectional associations between cross-racial friendships and children's social and academic adjustment. Participants were 583 elementary school-age children in western Canada, or the midwestern United States (4–10 years; 279 girls; 143 Asian, 88 Black, 65 Hispanic or Latinx, 171 White, 116 mixed). Children's adjustment (social preference, academic enablers, academic performance) and friendship nominations (reciprocated, rec…
Handbook of School Mental Health
Elementary School Teachers’ Self-Assessment of Use of Positive Behavior Support Strategies and Goal Setting Related to Equity-Focused Features
The goal of the Maximize Program is to collaborate with educators to develop resources and procedures to facilitate teachers’ use of equity-focused behavioral supports. In this study, we describe teachers’ responses to the first iteration of the interactive Maximize Technology Platform. Ninety elementary school teachers from three schools were encouraged to use the platform to learn about the foundational concept of equity literacy, complete a se…
The utility of the Behavior Assessment System for Children‐2 Behavioral and Emotional Screening System and Strengths and Difficulties Questionnaire in predicting mental disorders in the Project to Lea…
We examined the predictive utility of the Behavior Assessment System for Children‐2 Behavioral and Emotional Screening System (BASC‐2‐BESS) and Strengths and Difficulties Questionnaire (SDQ) in identifying students with a mental disorder. Data were collected in a two‐stage study over 34 months with kindergarten‐12th grade (K–12) students (aged 5–19 years) in four US school districts. In Stage 1, teachers completed the BASC‐2‐BESS and the SDQ. In …
Formative behavioral assessment across eight constructs
Handbook of School Mental Health
Exploring how general education teachers use school‐based consultation
Understanding general education teachers' experiences with and goals for school‐based consultation is warranted to address class‐wide and individual student concerns. In a sample of 66 general education teachers, we described their experiences with (1) informal consultation with colleagues, (2) school team meeting consultation, and (3) ongoing, structured consultation. Results indicated teachers received consultation most often for challenging in…
Using social network analysis to identify peer coaches in the real world of elementary schools
Coaching can increase elementary school teachers’ implementation of evidence‐based classroom practices, including equity‐centered or culturally responsive practices. However, coaching by personnel external to schools can be expensive and difficult to sustain. Community science principles and social network research suggest the potential of influential peer leaders in schools to accelerate implementation. In the first phase of a multi‐year project…
The effects of two consultation conditions on teacher classroom management practices and student rule violations
Behavioral problem-solving (BPS) consultation is an effective strategy to help teachers implement Tier 1 classroom management practices with fidelity. However, some teachers continue to experience barriers to implementation even when receiving such consultation, suggesting that additional components may be needed. Using a randomized controlled trial design, we evaluated the extent to which an enhanced Multi-Component Motivational Consultation (MC…
Psychology (14 obras) · Child and Adolescent Psychosocial and Emotional Development (12 obras) · Behavioral and Psychological Studies (9 obras) · Clinical Psychology (8 obras) · Psychiatry (7 obras) · Developmental psychology (6 obras) · Medicine (6 obras) · Pedagogy (6 obras) · Psychological intervention (6 obras) · Mental health (5 obras)