Introduction
In the realm of speech-language pathology and educational interventions, the quest for effective strategies to support children in rural schools is ongoing. A recent study titled "Acceptability, Appropriateness, and Feasibility of Rural School Support Strategies for Behavioral Interventions" sheds light on the potential of data-driven approaches to enhance outcomes in these settings. This blog explores the key findings of the study and how practitioners can leverage these insights to improve their skills and create better outcomes for children.
The Study: A Brief Overview
The study conducted a two-year evaluation of a hybrid type 3 implementation-effectiveness trial in 40 Idaho schools. It aimed to assess the acceptability, appropriateness, and feasibility of various support strategies for implementing Positive Behavioral Interventions and Supports (PBIS) in rural schools. The supports included technical assistance from implementation support practitioners (ISPs), didactic trainings, virtual learning sessions, and an online resource portal.
Key Findings and Implications
The study revealed several critical insights that can guide practitioners in enhancing their skills and strategies:
- High Acceptability and Appropriateness: The study found that the PBIS concepts and training were highly acceptable and appropriate among school stakeholders. This underscores the importance of evidence-based frameworks in creating effective interventions.
- Technical Assistance as a Key Resource: Schools receiving additional implementation support rated technical assistance from ISPs as the most acceptable and appropriate resource. This highlights the value of expert guidance in navigating complex interventions.
- Virtual Learning Sessions: While in-person support was preferred initially, virtual learning sessions became more acceptable over time, particularly as relationships between ISPs and school teams strengthened. This suggests that virtual formats can be effective for ongoing learning and collaboration.
- Feasibility of Remote Support: The study noted that remote support increased the feasibility of attendance, making it a viable option for schools with limited resources. This finding is particularly relevant in the context of online therapy services like those provided by TinyEYE.
Actionable Steps for Practitioners
Practitioners looking to improve their skills and outcomes in rural school settings can take the following steps based on the study's findings:
- Embrace Data-Driven Frameworks: Implement evidence-based frameworks like PBIS to ensure interventions are grounded in proven strategies.
- Leverage Expert Support: Seek technical assistance from experienced practitioners to enhance the implementation of complex interventions.
- Utilize Virtual Learning: Incorporate virtual learning sessions to facilitate ongoing education and collaboration among school teams.
- Adapt to Remote Modalities: Explore remote support options to increase accessibility and feasibility, especially in resource-constrained environments.
Encouraging Further Research
While the study provides valuable insights, it also highlights the need for continued research into the most effective strategies for supporting rural schools. Practitioners are encouraged to engage in further research to refine and adapt these strategies to their specific contexts.
To read the original research paper, please follow this link: Acceptability, appropriateness, and feasibility of Rural School Support Strategies for behavioral interventions: a mixed methods evaluation over two years of a hybrid type 3 implementation-effectiveness trial.
