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Development and Piloting of a Classroom-Focused Measurement Feedback System
Erum Nadeem1, Elise Cappella2, Sibyl Holland3
1Department of Child and Adolescent Psychiatry, New York University, One Park Ave, 7th Floor, NYU Child Study Center, New York, NY, 10016, USA. erum.nadeem@nyumc.org.
Administration and Policy in Mental Health
|April 21, 2015
Summary
A new measurement feedback system (MFS) improved classroom practices for student emotional and behavioral issues. Teacher consultation and school support were key to the system's success in urban schools.
Area of Science:
- Educational Psychology
- School Mental Health
- Classroom Management
Background:
- Student emotional and behavioral issues impact classroom dynamics.
- Teachers require support in implementing effective classroom practices.
- Measurement feedback systems (MFS) can potentially enhance teacher support.
Purpose of the Study:
- To develop and pilot a classroom-focused measurement feedback system (MFS).
- To support school mental health providers in assisting teachers with classroom practices.
- To address student emotional and behavioral challenges in urban elementary and middle schools.
Main Methods:
- Community-partnered research methodology.
- Phase I: Needs assessment and rapid-cycle feedback for system development.
- Phase II: Case study analysis of pre-to-post quantitative and implementation data.
Main Results:
- Teachers using the MFS dashboard with consultation showed improved classroom organization and emotional support.
- MFS effectiveness was closely linked to the consultation dose.
- School-level support was critical for successful implementation.
Conclusions:
- Classroom-focused MFSs show promise for supporting classroom improvement.
- Further research is needed to establish the effectiveness and applicability of MFSs.
- Integrated school support is vital for maximizing the impact of MFS interventions.
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