Graduation Year
2024
Document Type
Ed. Specalist
Degree
*Ed.S.
Degree Name
Education Specialist (Ed.S.)
Degree Granting Department
Educational and Psychological Studies
Major Professor
Nathaniel von der Embse, Ph.D.
Committee Member
Robert Dedrick, Ph.D.
Committee Member
Michael Kelleher, M.S., BCBA
Keywords
program evaluation, training, school safety, violence prevention
Abstract
The purpose of this study was to examine participant outcomes related to the Comprehensive School Threat Assessment Guidelines (CSTAG) professional development training workshop when delivered in-person and online. Participant outcomes in knowledge of threat assessment, ability to classify a threat case appropriately, and overall evaluations of the training workshop were examined to evaluate threat assessment team aspirations to use the threat assessment procedures and effectiveness of the CSTAG training. Kirckpatrick's Model of Evaluation was utilized to investigate participants' reactions to the training and learning outcomes. Furthermore, participant results were assessed based on their respective position within schools, encompassing roles such as school-based mental health (SBMH) staff and administrators. Archival and de-identified pre-test and post-test data were evaluated for 882 participants from a large school district in West Central Florida. Of these participants, 363 completed the training in-person, and 519 participated in the training online. A two-way repeated measures ANOVA and independent samples t-tests were conducted. Overall, participants' knowledge after participating in the CSTAG workshop improved when it was delivered online and in-person, and there was no educationally significant difference when comparing training modality. SBMH staff scored higher on the pre-test, but there were no differences at post-test. Online participants were more accurate in classifying a threat appropriately, and SBMH staff scored higher than administrators. Participants in the in-person training modality evaluated the training more favorably, but there was no difference when comparing roles in schools. Administrators and SBMH staff provided similar ratings of aspiration to use the procedures. These findings indicate that training distribution may be enhanced by expanding accessibility and scalability through online training.
Scholar Commons Citation
Mierzwa, Caroline, "Comparing the Effects of the Comprehensive School Threat Assessment Guidelines Training Workshop: Online vs. In-Person" (2024). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/10821
