Because many websites claim to provide information about evidence-based practices (EBPs), consumers must know the information and practices are based upon quality research. Practitioners may intend to locate trustworthy online sources providing EBPs, but if those sources are not easy to navigate and lack implementation resources (i.e., are accessible), then practitioners may be more likely to access less trustworthy sources for instructional strategies and materials. Therefore, the purpose of this study was to evaluate websites, identified as trust or trust with caution, to determine whether they demonstrate a level of usefulness for practitioners. Thirty websites, classified as trust and trust with caution, were reviewed for usefulness and results indicated 14 (46.7%) websites were found to be useful, nine (30%) websites were categorized as somewhat useful, and seven (23.3%) websites were determined to be not useful. Suggestions for future research and implications for practice are provided.

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The overall purpose of this study was to investigate counselor educators' attitudes towards evidence-based practices (EBPs) and perceived barriers to the inclusion of EBPs in counselor education curricula. Additionally, this study aimed to assess whether counselor educators' level of agreement towards the presence of motivational interviewing (MI) principles in the counseling relationship impacted attitudes towards EBPs. As such, this researcher analyzed four research questions using two instruments and a demographic questionnaire. Two hundred sixty nine counselor educators (39.8% response rate) from the Association of Counselor Education and Supervision responded to an electronic survey, which consisted of the Evidence-Based Practice Attitude Scale (EBPAS; Aarons, 2004), the BARRIERS Scale (Funk, Champagne, Wiese, & Tornquist, 1991), and a demographic questionnaire. Specifically, this study investigated four research questions to determine: (a) the difference in attitude towards adopting EBPs among counselor educators with respect to specific individual factors (i.e. specialized training in evidence-based practices, years of professoriate experience, and primary counselor education focus); (b) the difference in perceived barriers towards adopting EBPs into counselor education curricula among counselor educators with respect to organizational factors (i.e. type of program, status of CACREP accreditation, and faculty position); (c) the influence of EBP attitude on perceived barriers to the inclusion of EBPs in counselor education curricula; and (d) the correlation between counselor educators reported level of agreement towards MI principles' presence in the counseling relationship and their attitude towards EBPs. Multivariate analyses of variance (MANOVA) were computed to analyze the data for the first two research questions, while linear regressions were utilized to compute the data for the last two research questions. In terms of individual factors, study results indicated that neither specialized training in EBPs nor years of professoriate experience resulted in significant differences with regards to attitudes towards EBPs. However, data analysis did reveal a significant difference between counselor educators with a clinical focus and counselor educators with a vocational focus. With regards to organizational factors influence on perceived barriers to the inclusion of EBPs in counselor education curricula, analyses revealed that neither CACREP accreditation nor faculty position resulted in any significant differences. Although, analysis did reveal that counselor educators in masters only programs perceived significantly less barriers to the inclusion of EBPs than did counselor educators in doctorate granting programs. Furthermore, results suggested a negative correlation between attitude towards EBPs and barriers towards the inclusion of EBPs in counselor education curricula, and a positive correlation between counselor educators' agreement towards the inclusion of MI principles in the counseling relationship and their attitudes towards EBPs. Limitations of the study, implications for this study, and recommendations for future research as it relates to EBPs in counselor education and the counseling profession are addressed.

THE EFFECTS OF GONOODLE ENGAGEMENT ON MATHEMATICS SKILLS OF MIDDLE SCHOOL-AGED STUDENTS WITH AUTISM Abstract By Cheryl D. Barrett University of the Pacific 2023 Academic achievement of students with disabilities has long been a concern in special education, and this work addresses the academic achievement gap between students with autism spectrum disorder (ASD) and their typically developing peers. This study aimed to increase mathematical achievement in fluency and calculation skills for students with ASD using GoNoodle. Additionally, this study intended to extend evidence about existing research on the efficacy of GoNoodle as an appropriate academic intervention tool for students with disabilities. Participants of this study were middle-school-aged students with autism as a primary diagnosis. Extant data was used for this study and the researcher established protocols and data collection tools to increase fidelity in the intervention procedures. During intervention sessions, participants were rated on a 4-point Likert scale with a score of 1 being ‘no participation’ (i.e., the participant chose to not participate and sit at their desk instead); a score of 2 being walking in place only; 3 being running in place only; 4 being both walking and running in place during each segment of the intervention. Their WJ-IV fluency and math calculation tests measured participants' mathematical achievement. Results of this study derived from descriptive analysis, paired samples t-test, Pearson’s product-moment correlation, and social validity survey. Descriptive analysis assisted with grouping participants into ASD classification levels. Results showed the numbers of students in each ASD classification level were uneven, therefore excluded from further analysis. The paired sample t-test provided a mean difference between the three timeframes for the WJ-IV scores. Participants showed an increase in the pre-mid (medium effect size) and pre-post (large effect size) timeframes, but a decrease during the pre-mid timeframes. Pearson’s results were all found to be not statistically significant when considering GoNoodle to have an impact on mathematical achievement. Scores did improve, but not enough for statistical significance. Finally, a social validity survey analyzed participants’ perceptions of the use of GoNoodle to ascertain the value of the online tool. Analysis indicated that 100% of the participants provided a positive response to the GoNoodle Mega Math Marathon intervention being fun (n = 25) and an overall positive response (88%) to the intervention tool in general (n = 22). 92% of the participants indicated that they would like to do more GoNoodle activities, thought it was exciting and enjoyable, and felt that they learned new math skills after engaging in the intervention (n = 23). Moreso, 88% of the participants had a positive response to feeling healthier after engaging with the GoNoodle Mega Math Marathon program (n = 22). This tool proved to be a promising strategy for students to be engaged, interested, and excited about learning mathematical skills within this specific population of participants. More research is needed to address the educational gap and to provide better opportunities for living a healthy lifestyle and building an era of productive members of society.

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Burnout is a construct first proposed by Freudenberger to describe a condition that develops in people who work with people such as teachers, nurses and first responders (Shan, 2005). Professionals who are burned out demonstrate a lack of concern for the people they service and often perform poorly on the job. In recent years, the construct of Burnout has been largely replaced by the construct of Compassion Fatigue. Interestingly, mental health professionals who work with children as their predominant client base have not been extensively studied, although these professionals arguably could be experiencing some of the highest levels of Compassion Fatigue (Eastwood, 2008). Research shows that Burnout and Compassion Fatigue impact the work that an individual performs, but the impact of these on the use of particular therapeutic practices as an area is less studied. The present study sought to determine if there is a relationship between Burnout, Compassion Fatigue, and the use of evidence-based practices in mental health professionals. Using research by Craig and Sprang (2010) as the starting point, this study also investigated whether mental health professionals who work with children experience more or less Burnout and Compassion Fatigue than those who work with adults. Mental health professionals from a variety of mental health facilities in the Philadelphia region served as subjects in this study. Participants were given the Trauma Practices Questionnaire (TPQ), a 22-item treatment practices utilization scale, the Professional Quality of Life Scale-V (PRoQOL-V), a 30-item scale that required respondents to assess their thoughts and feelings in relation to their work, and a questionnaire formulated by this investigator that included demographic information, background information, as well a question that focused on the age of the mental health professional's client base and a question that focused on years of professional experience. The results showed that the mental health professionals who worked with adults were older, more typically white, had higher levels of education and had undergraduate majors that were in psychology or a psychology-related area (e.g., social work) than mental health professionals who worked with children. Burnout and Compassion Fatigue correlated negatively with all practices, evidence based and non-evidence based. Males used more evidence-based and total practices than females. Females had a higher level of Compassion Satisfaction but also a higher level of Burnout. The results showed that the mental health professionals who worked with children had higher levels of Compassion Satisfaction, but also higher levels of Burnout. The data show that the group that works with children used less cognitive and behavioral approaches. The broader implications of the results are discussed in the conclusion. / Educational Psychology

The purpose of this exploratory study was to examine the extent to which pretreatment characteristics influence therapist treatment adherence by using data sampled from a randomized effectiveness trial and an efficacy study. Research suggests that youth-, family-, and therapist-level pretreatment characteristics influence therapist behavior; however, this area is underdeveloped as most studies have focused on externalizing problem areas, family-based approaches, and the use of parent or therapist report to assess for therapist adherence. To date, no research has examined this question with anxiety as the target problem, individual-focused CBT, and with observational therapist adherence data. An observational coding measure, Cognitive-Behavioral Therapy Adherence Scale for Youth Anxiety, was used to assess therapist adherence to CBT for youth anxiety. Hierarchical linear model analyses were conducted to estimate changes in therapist adherence over time, based on youth-, family-, and therapist-level pretreatment characteristic predictors. Results suggest that youth ethnicity/race, therapist openness to evidence-based practices, therapist theoretical orientation, and therapist age influence the process of therapy: in this case, therapist adherence. The current study provides essential evidence about potentially important predictors of therapist adherence for CBT youth anxiety and points to important clinical and treatment adoption implications.

Methods for Teaching Students with Autism Spectrum Disorders is the most comprehensive text available, aimed at helping pre-service and in-service teachers and related service professionals understand the importance of evidence-based practices in the education of learners with Autism Spectrum Disorders (ASD) from a family and longitudinal learning perspective. With its emphasis on the theme of family and professional partnerships and collaboration and consultation, the book includes learning aids such as suggested print and web-based resources, graphic organizers, and points for reflection; child and family vignettes, “Consider This” features, and examples of exemplary programs and practices; and the most up-to-date information and latest trends in the field. / https://dc.etsu.edu/etsu_books/1122/thumbnail.jpg