Download or read book Teachers Awareness of Student Trauma and Their Perceived Readiness for Managing Challenging Student Behaviors written by Maureen O. Wilson and published by . This book was released on 2019 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative case study was to determine teachers’ level of awareness of student trauma, teachers’ perceptions of and responses to student behavior, and teachers’ perceived readiness in managing challenging behaviors. The study used the framework of Social Cognitive Theory and Trauma Theory to establish connections between students learned behavior through observations and experiences in their environment and their subsequent behavior following exposure to trauma. To determine the degree to which teachers are aware of student trauma and the degree of teachers’ perceptions and responses to challenging student behavior, as well as teachers’ degree of readiness in dealing with challenging behaviors associated to trauma-related factors two surveys, the School Faculty/Staff and Trauma Survey (Crosby, Somers, Day, & Baroni, 2016) and two sections of the Questionnaire about Teachers and Challenging Behaviors (Westling, 2010), were combined to collect data from 109 teachers. The results suggest an ambiguity with teachers’ awareness and readiness. Teachers are generally aware of trauma but are not fully aware of all the behaviors students exposed to trauma exhibit or the reason they exhibit them. Teachers do not often or consistently respond to challenging behavior with trauma-sensitive strategies. Teachers are neutral in their levels of readiness; therefore, increasing trauma awareness and improving teacher readiness will contribute to less challenging behaviors, which will assist in creating more positive school environments and impact teaching and learning.
Download or read book Teachers Perceptions Awareness and Responses to Students with Childhood Trauma written by Jonathan James Tomlin and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The role of trauma-informed education is becoming a topic of discussion for many school leaders and administrators during the COVID-19 pandemic. The purpose of this study was to explore the relationship between trauma training, education, experience, and teacher self-efficacy, and teachers’ self-reported perceptions of student behavior, teaching, and managing behaviors of students with trauma history. Previous research highlighted a lack of teacher input when developing trauma-informed education within school settings. This correlational study investigated factors associated with educator trauma training, education, experience, and self-efficacy. Data were collected from a city school system in a large, urban district in the northeast United States. Three multiple regression analyses were conducted; each analysis used the predictor variables educator trauma training, education, experience, and self-efficacy scores. This research study found a significant positive correlation between educator trauma training, education, experience, self-efficacy, and teaching traumatized children. It also found a significant positive correlation between trauma training, education, experience, self-efficacy, and teacher responses to student behavior. There was no correlation between trauma training, education, experience, self-efficacy, and perceptions of student behavior. The implications of this research are to find potential professional development gaps for administrators, school leaders, and researchers in developing trauma-informed care programs.
Download or read book Managing Challenging Behaviors in Schools written by Holly Mariah Menzies and published by Guilford Press. This book was released on 2010-01-01 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: "No one knows the literature on challenging behavior better than Lane and her colleagues. This book translates that knowledge into practice in a way that teachers will benefit from tremendously. With a focus on both instructional and management variables associated with preventing and dealing with difficult behavior, the book provides concise, easy-to-follow explantions of interventions. It is a unique resource that preservice and practicing teachers will refer to often."---Timothy J. Landrum, PhD, Department of Special Education, University of Louisville "I am extremely impressed with this book, including its content, organization, and the strong emphasis on workable, effective strategies for today's schools and classrooms. The strategies are presented in the context of a three-tiered model that allows teachers to specifically match student needs. I have not seen a resource of this type that is so well tailored to the needs of classroom teachers."---Hill M. Walker, PhD, Codirector, Institute on Violence and Destructive Behavior, University of Oregon "Using the best evidence from research and practice, this comprehensive book presents a wealth of information for managing challenging behavioral difficulties in schools. Readers learn how to systematically plan and deliver approaches that increase in intensity of support. The strategies are described in a step-by-step format, with consideration for different age groups of learners, so that both new and experienced teachers can immediately apply them in their classrooms. As a text, this book would be an excellent addition to any teacher education, educational administration, or school psychology training program. It will also be an extremely useful professional development resource.---Melody Tankersley, PhD, Special Education Program, Kent State University This book provides tested, easy-to-implement strategies for preventing problem behavior in the classroom and responding effectively when it does occur. Chapters describe specific steps that K-12 teachers and other school-based professionals can take to develop effective classroom rules and routines, plan suitably challenging instruction, and promote student engagement and motivation. Presenting a continuum of strategies from prevention to more intensive behavior supports, the book offers clear-cut instructions for implementing behavioral contracts, self-monitoring, and functional assessment-based interventions. Special features include more than a dozen reproducible checklists, selfassessment tools, and planning forms; the large-size format facilitates photocopying.
Download or read book Trauma Aware Education written by Judith A Howard and published by Australian Academic Press. This book was released on 2022-11-03 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now, more than ever, in a world of stress, disadvantage and unpredictability, schools struggle to manage the confronting needs of some of our most disadvantaged and vulnerable learners. Increasing numbers of children exhibit chronic and challenging behaviour due to their prior or current exposure to complex trauma. This type of trauma stems from repeated interpersonal harm done to children, including physical, emotional, or sexual abuse, significant neglect, and the experience of family or other relational violence. Complex trauma is also referred to as ‘Developmental Trauma’, ‘Type II Trauma’, ‘Big T Trauma’, and ‘Betrayal Trauma’. It disrupts necessary attachments and is often directed at infants and children by the very people they depend on for love, nurture, and protection. Complex childhood trauma can impact the neural development of children, and if not resolved, this impact can extend into adulthood and influence the future caregiving styles and behaviours of victims. Research has shown us that these learners require a ‘trauma-aware’ response. Behaviour management techniques that may work for most learners often fail when used with trauma-impacted children. This book assists educators from an individual and system perspective in developing trauma-aware education frameworks to enable learners and educators to avoid the devastating effects of complex trauma on mental health. It examines and discusses the impacts of complex and other trauma on learners and how trauma-aware education provides an informed approach to remedy these concerns. Topics covered include: • the impacts of complex trauma • the evidence-base for trauma-aware education • a paradigm shift in the way learner behaviours are ‘managed’ • effective strategies for a trauma-aware education response • working with learners who live with disability • a trauma-aware approach for early childhood education and care • maintaining well-being for educators • leadership of trauma-aware education in sites and systems.
Download or read book Better Than Carrots Or Sticks written by Dominique Smith and published by ASCD. This book was released on 2015 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provide a practical blueprint for creating a cooperative and respectful classroom climate in which students and teachers work through behavioral issues together.
Download or read book Teachers Perceptions of Students with Challenging Behaviors Knowledge Beliefs Attitudes and Practices written by Dawn M. Hart and published by . This book was released on 2021 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: Challenging classroom behaviors are increasing in frequency and intensity causing teachers to leave the profession. Teachers report that they are not adequately prepared to effectively manage classrooms. This qualitative study investigated teachers' perceptions of students with challenging behaviors by examining their knowledge, beliefs, attitudes, and practices to determine why behaviors persist and identify specific professional development needs. Participants consisted of 76 K-12 educators from one urban and two rural school districts in PA. Respondents answered 70 survey questions on Microsoft Forms that were submitted anonymously. Nine respondents participated in individual interviews. Sixty-nine percent of respondents have several students per year exhibiting challenging behaviors. While most teachers recognize that relationships can improve behaviors, they do not know how to develop or maintain positive relationships. Most respondents perceived negative interactions as effective strategies and do not realize they are perpetuating negative behaviors. With 67% of respondents agreeing to the statement, "Dealing with this student drains my energy" and 71% not believing SW-PBIS is effective, negative attitudes are a concern. Eighty percent of respondents reported their undergraduate coursework did not prepare them to manage classroom behaviors and 45% have thought about leaving the profession. Results indicate a need for pre-service and in-service training on the impact of trauma on childhood development which affects classroom behavior. Additional training should include the importance of teachers' perceptions of students and how that impacts their interactions and subsequent relationships. Furthermore, teachers need training on how to develop and maintain positive relationships with students.
Download or read book Supporting and Educating Traumatized Students written by Eric Rossen and published by Oxford University Press, USA. This book was released on 2020 with total page 433 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Traumatic or adverse experiences are pervasive among school-aged children and youth. These experiences undermine students' ability to learn, form relationships, and manage their feelings and behaviour. Meanwhile, educators and school-based professionals often remain unaware of the complex needs of their students or how to meet them within the hours of the typical school day, all while possibly dealing with their own stressors. Supporting and Educating Traumatized Students: A Guide for School-Based Professionals provides a practically oriented tool for understanding and assisting students with a history of trauma. Designed specifically for professionals in mental health and education settings, this volume combines content and expertise from practitioners, researchers, and other experts with backgrounds in education, school psychology, school social work, school administration, resilience, school policy, and trauma. The book provides a thorough background on current research in trauma and its impact on school functioning; administrative and policy considerations; and a broad set of practical and implementable strategies and resources for adapting and differentiating instruction, modifying the classroom and school environments, and building competency for students and staff impacted by trauma. Rather than provide complex treatment protocols, the chapters in this book offer simple techniques and strategies designed for all types of educational environments within the context of multiple potential sources of trauma. Supporting and Educating Traumatized Students is an essential resource for classroom teachers, administrators, and school-based professionals, as well as courses that address crisis, trauma, and education across a broad spectrum of specializations."--
Download or read book A Trauma Informed and Culturally Responsive TICR Approach in Classrooms written by Dr. Isaiah Pickens and published by National Professional Resources, Inc.. This book was released on 2020-09-11 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: What if you had the superpower to understand the most hidden barrier to your students’ achievement or the ability to see exactly what motivates them and bring that motivation to life? That is the power of a trauma-informed and culturally responsive (TICR) approach. A TICR approach helps you understand the underlying causes of challenging behaviors as well as personal motivators for academic achievement, and enables you to respond to students in a way that meets their underlying needs, honors their life stories, and empowers them while setting appropriate limits. When effectively applied, it unleashes a new method of tapping into student potential by giving you insight into students’ life stories and fostering relationships that help maximize their academic experience. This guide provides an overview of the three tenets of a TICR approach for maximizing students’ social-emotional and academic well-being; gives you the tools to understand the underlying reason for behavior issues; identifies common trauma triggers; outlines how to adjust the classroom to become more responsive to the needs of students with trauma; offers tips for acknowledging the cultural experience of students and making classroom adjustments that promote inclusivity; discusses secondary traumatic stress (STS) that may affect educators, and how to address it.
Download or read book Study on the Perspectives of Teachers in the K 12 System on how Experiences of Trauma that Children Encounter Impact the Learning Environment written by Lisa Cooper and published by . This book was released on 2017 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined K-12 school teacher's perspectives on how the experience of trauma in children impacts their school learning environment. A non-probability, purposive sample of 31 school teachers and one school psychologist responded to a questionnaire on their perceptions and knowledge about trauma risk factors, structure of their classroom environment, and methods for handling students' problematic behaviors. Findings indicate that teachers felt capable of handling student behaviors associated with trauma and that their classroom environments were set up in a way that promoted safety for children who have encountered trauma. Most teachers acknowledged that students in their classroom manifest behaviors that are symptomatic of traumatic experiences, such as being withdrawn or acting out. However, referral to receive professional services for trauma related symptoms was reported as being low. Interestingly, contrary to the primary themes in the literature review regarding teachers' varying ability to acquire and identify behavior related to trauma, teachers in this study stated that they had ample training and felt qualified to address children's emotional needs and reactions to encounters with trauma. Results also indicated that the small difference in the knowledge of teachers on factors related to trauma in children based on years of teaching experience, is not statistically significant. Recommendations from the study include the need for a systemic approach for referral and early identification of trauma related learning disabilities of children in the K-12 system, wherein social workers who are knowledgeable in trauma informed treatment modalities and timely referral can work collaboratively with teachers and administrators in the K-12 system.
Download or read book Teaching Trauma Affected Students written by Allison Ferry-Jayakaran and published by . This book was released on 2016 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: The National Child Traumatic Stress Network (NCTSN) reports that up to 40% of students have experienced, or been witness to, traumatic stressors during their lifetime. According to the National Research Counsel Institute of Medicine, “the environment provided by the child’s first caregivers has profound effects on virtually every facet of early development, ranging from the health and integrity of the baby at birth to the child’s readiness to start school at age 5” (2000, p. 219). Not enough parents, teachers, therapists, judges or physicians have adequate knowledge about child development or brain organization and function (Dobson & Perry, 2010; Perry, 2009). This study aimed to build educator awareness of affects of trauma. The secondary purpose of the study was to cause reflection and challenge perspectives regarding where bad / challenging behavior comes from and how it should be dealt with. The project utilized the framework designed by the National Staff Development Council (NSDC) (2007), with specific focus on the context, content, and process of high-quality teacher professional development. The aim of this project was to provide professional development for early childhood educators working in the preschool environment. Professional development conducted was concentrated at an Early Childhood Center in an urban, low-income neighborhood in Sacramento, California. The participants included 18 educators who participated in both workshops and coaching. Staff participating included six teachers, seven instructional assistants, one administrator, two operations staff, and two substitutes. For the purposes of this project professional development consisted of two all staff workshops, ongoing coaching over eight months for teaching and operations staff, and hard and soft copy resources. The project outcomes included a number of successes and opportunities for further revision. An optimal setting, with established relationships and content focused specifically on relationships contributed to a forum where educators could reflect on and challenge their perspectives regarding where challenging behavior comes from, which was the secondary purpose of this project. The specific context for this project included many components of high quality professional development. The specific content for this project was based on research, linked to standards for children birth through age five and provided tangible instructional strategies to address identified gaps in a specific demographic of student’s achievement. A key strength of the content for this project was that it was specifically formed to meet identified needs at the individual preschool site and included modeling for teachers within their classroom. The process was implemented within the context where educators will utilize the practices (i.e. at the school site) and included the coaching component found to the 85% more effective that workshops alone (Gulamhussein, 2013). Beyond the school site who participated in professional development, this project has the potential for future use and impact across multiple disciplines.
Download or read book The Teacher s Guide for Effective Classroom Management A Trauma Informed Approach written by TIMOTHY. GARDNER KNOSTER (STEPHANIE.) and published by . This book was released on 2024-05-06 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Examining Role Breadth Efficacy and Attitudes Toward Trauma informed Care in Elementary School Educators written by Mikayla Janae Drymond and published by . This book was released on 2021 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children growing up below the poverty line are at heightened risk for developing complex symptoms of trauma caused by repeated exposures to a variety of traumatic events. The detrimental effects of repeated traumatic exposures on developing children living in low-income environments are now considered a public health concern (APA Presidential Task Force on Posttraumatic Stress Disorder and Trauma in Children and Adolescents, 2008; Crosby, Howell, & Thomas, 2018). Increased awareness of the negative effects of trauma early in life and the need for combative care has accelerated the movement for educators to become trauma-informed, which can be demonstrated through altered teaching practices, improved school climate and relationships, and ongoing trauma-related professional development (Crosby, 2015; Thomas, Crosby, & Vanderhaar, 2019). This study investigated the preparedness of teachers working in Title 1 schools to address the mental health needs of students in the classroom, including teachers beliefs regarding their perceived role breadth as an educator, their self-efficacy in addressing student mental health needs within the school setting, and their attitudes towards trauma-informed care principles and ideals through a secondary analysis of pre-existing quantitative data that were gathered in collaboration with the Harmony Project. The Harmony Project is a trauma-informed care training that was designed to promote the understanding of trauma-informed care amongst school staff using a train-the-trainers model with the intentions of positively impacting school culture, and the academic, behavioral, and emotional outcomes of students. The data were gathered from educational staff (N = 299; n = 199 teachers, n = 49 school mental health staff, n = 51 other) employed by eight different Title 1 public schools within one district in Western-Central Florida. Findings indicate that teachers within this sample believe that their role as a teacher includes responsibility for not only student learning, but also some responsibility for attending to the mental health and overall, well-being of their students. Additionally, results indicate that educators within this sample have some confidence in addressing the mental health needs of their students within Title 1 schools, but the majority of educators within this sample exhibited room for improvement in perceived preparedness. While all educators reported highest levels of efficacy in relation to activities that involved student-teacher relationships and collaboration with other teachers, low levels of efficacy were reported for actions related to discussing student mental health concerns with parents, collaborating with parents to support student mental and emotional health, recognizing signs of mental health issues in students, and connecting students with supports and resources they may need. Findings also indicated that educators had generally positive attitudes related to trauma-informed care and comparisons of attitudes between teachers and those with other roles at the schools indicated no significant differences in attitudes related to trauma-informed care based on professional role. Furthermore, results of a multiple linear regression analysis indicated that about 23% of the variance in educators' attitudes toward trauma-informed care were explained by largely role breadth and self-efficacy. Implications for school-level trauma initiatives and school psychologists are discussed.
Download or read book Teacher Perceptions of Internal and External Student Behaviors and the Impact of Trauma informed Practices written by Rachel E. Metzinger and published by . This book was released on 2021 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: Trauma and the exposure of trauma among adolescents can significantly impact a child’s ability to find success in the school setting. Trauma-affected students can experience difficulties physically, mentally, emotionally, and developmentally, affecting their academics and behavior. This study explored the perceptions of teachers and the causes and symptoms of internal and external student behaviors. Additionally, this study examined if differences existed between elementary and secondary teachers' use of trauma-informed practices, student behaviors, and levels of awareness of trauma-informed interventions for trauma-affected students. To address the needs of students impacted by trauma and implement trauma-informed practices, teachers must have a firm understanding of the needs and root causes of behavior and the procedures and identify measures needed to support all students.
Download or read book Fostering Resilient Learners written by Kristin Souers and published by ASCD. This book was released on 2016-01-26 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores an urgent and growing issue--childhood trauma--and its profound effect on learning and teaching. It can help educators cultivate a trauma-sensitive learning environment for students across all content areas, grade levels, and educational settings.
Download or read book Teaching with Trauma in Mind written by Zakia S. Gibson and published by Kitabu Publishing. This book was released on 2019-10-05 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: About five years ago, the National Task Force on Children Exposed to Violence recommended (or perhaps more accurately, warned) that "every school in our country should have trauma-informed staff and consultants providing school-based trauma-specific treatment." Apparently, few schools-especially those with high-poverty, high-minority student populations-actually heard (and heeded) the recommendation. Most teachers and administrators have accepted that there is simply not enough time to focus on "soft skills" like teaching impulse control, resilience, or emotional regulation and concurrently cover enough content to get test scores high enough to maintain their employment. Our rebuttal to this conclusion is that time isn't their problem, values and priorities are. In other words, if being a trauma-informed educator was adequately valued, then it would be prioritized and time would be "found" to be a trauma-informed educator. Becoming trauma-informed also requires a fundamental understanding that trauma, to quote Catherine Woodiwiss, "permanently changes us." Specifically, the chronic stress accompanying ongoing (or complex) childhood trauma can negatively and enduringly change a child's brain. Childhood traumas like physical or emotional abuse, sexual assault, and persistent family poverty typically triggers neuroplasticity.The commonness of students in classrooms across this country experiencing trauma and trauma-based maladaptive neuroplasticity is far greater than most of us would ever comfortably imagine. Most studies have concluded that 25-40% of all students have already been exposed to (and their brains changed by) some type of acute or complex childhood trauma. Considering the traumatic impact of race and poverty, instead of 25-40%, in these schools we're possibly looking at closer to 80-90% of students presumably having already been exposed to (and their brains negatively changed by) childhood trauma.Race and poverty are highly prevalent traumatic stressors-logically-in schools that have higher percentages of Black and poor students. However, because race and poverty are not typically recognized by educators as traumatic stressors, trauma is not looked at as the most likely motivation for the common negative student behaviors experienced in such schools. Moreover, becoming more trauma-informed is not particularly valued by educators in schools that have higher percentages of Black and poor students as a means of becoming more effective in managing these negative student behaviors. Students impacted by childhood trauma tend to struggle with regulating negative emotions and impulsivity as well as overcoming their overreliance on self-handicapping academic behaviors. They tend to disproportionately engage in disruptive classroom antics, apathy, absenteeism, noncompliance, incompetence, excuses, vulgarity, and misplaced aggression. Oftentimes, school gradually stops being understood as a priority for students experiencing childhood trauma; survival, or rather, somehow dealing the fear of not surviving, semiconsciously becomes too much of a priority. Unfortunately, childhood trauma isn't typically perceived or responded to the same in high-poverty, high-minority schools as it is in more affluent, majority-White schools. There's a greater reluctance to be trauma-informed among the instructional staff serving the former because the negative classroom behaviors of poor, Black or Latino students are automatically seen as confirmation of stigma-based expectations rather than consequences of trauma-based maladaptive neuroplasticity. Fortunately, this reaction can be acknowledged and successfully modified.
Download or read book Teacher Perceptions of Trauma Responsive Interventions Designed to Improve Student Behavior written by Pamela Davenport and published by . This book was released on 2021 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: The effects of childhood trauma are evident in urban classrooms today and adversely affect student achievement. The evidence of exposure to trauma is disruptive behavior, often resulting in a suspension from school. The school social worker or counselor is often viewed as the person responsible for implementing strategies that change student behavior, but the importance of educating classroom teachers on how to deal with the impact of trauma has become apparent. This qualitative case study investigated teacher perceptions of trauma-informed practices used to reduce disruptive behavior at one Midwest urban K-8 school, Teacher perceptions of trauma-informed practices that worked to reduce disruptive behavior, the teacher's role in supporting students impacted by trauma, and teacher training needed to support students impacted by trauma were investigated. Perceptions were gathered from classroom teachers (n=17) via an online survey and a focus group. Results illustrated the importance of the teacher-student relationship, flexibility with classroom rules, and the use of sensory items or alternate seating, with 100% of participants strongly agreeing or agreeing and 94.12% identifying the use of a mentor to check in and out with students and providing a safe space to cool down as beneficial to reducing disruptive behaviors. Five of the six focus group participants stated that it takes the support of everyone to meet the needs of students impacted by trauma. The final question investigated teacher perceptions of training. Even though 58.82% of teachers agreed that they were given adequate training, this question had 41.18% of teachers who disagreed that they were provided enough training to support students impacted by trauma. Results from this study identify the importance of well-trained teachers who consistently use trauma-informed practices to reduce disruptive behaviors in the classroom. This study indicates the benefit for school-wide systems of support that include on-going training to reduce disruptive behaviors of students impacted by trauma. Future quantitative research that analyzes student discipline data would be beneficial to validate teacher perception that trauma-informed practices reduce disruptive behavior.
Download or read book Strategies and Methods for Implementing Trauma Informed Pedagogy written by Bernadowski, Carianne and published by IGI Global. This book was released on 2021-09-10 with total page 335 pages. Available in PDF, EPUB and Kindle. Book excerpt: Twenty-first century classrooms are diverse in nature and everchanging. Students enter classrooms with many experiences, both positive and negative, that influence and affect their ability to learn. More specifically, children who have experienced trauma often struggle socially, emotionally, and academically. Unfortunately, many educators are not adequately trained to identify the signs of trauma in children. In fact, they may misinterpret the outward behavioral manifestations of trauma as other conduct disorders. Strategies and Methods for Implementing Trauma-Informed Pedagogy is a critical reference book that helps teachers and administrators identify manifestations of trauma in children and explain the characteristics and classroom interventions and resources that can aid educators in supporting students who have experienced trauma. This text explains the effects of trauma and the ways in which it manifests in children, explores resources and community options to support children who have experienced trauma, presents strategies to help students who have experienced trauma to learn in the classroom, and teaches the management of behaviors in positive ways to cultivate a community of learners. Covering topics such as positive behavioral interventions and supports (PBIS), racial trauma, and student classroom behavior, this text is essential for classroom teachers, teachers in training, school counselors, school psychologists, preservice teachers, administrators, researchers, and academicians.
