We report findings of this replication study, examining the internalizing subscale (SRSS-I4) of the revised version of the Student Risk Screening Scale for Internalizing and Externalizing behavior (SRSS-IE 9) and the internalizing subscale of the Teacher Report Form (TRF). Using the sample from 13 elementary schools across three U.S. states with…

Behavioral and emotional disorders in childhood can have lasting impacts in areas such as education and future employment, often extending into adulthood. Identifying the potential disorders in children's early grades is beneficial to provide proactive assistance. In this study, we employed a well-validated scale - the Strengths and Difficulties…

We report the results of a convergent validity study examining the externalizing subscale (SRSS-E5, five items) of the adapted Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE 9) with the externalizing subscale of the Teacher Report Form (TRF) with two samples of K-12 students. Results of logistic regression and receiver…

Detecting mental health concerns in youth accurately and promptly may prevent poor school outcomes, long-term mental illness, and adverse lifelong outcomes. Practitioners often use universal behavioral risk screeners to identify students at-risk on indicators related to mental health concerns. However, research is needed to inform the stability of…

The prescriptive outline that guides teachers on the use of Behaviour Policies (BP) omits to suggest whether BPs in Primary schools can be contextualised. This study explores to what extent Behaviour Classification Tables (BCTs) help staff choose strategies to improve behaviour. Using Context-Mechanism-outcome configuration (CMO) as the main…

This case study is about understanding disruptive students who are motivated by a psychological need to invoke change in a learning space. Marczewski's User Types Test, a typology for classifying both intrinsic and extrinsic motivational tendencies, and based on Self-Determination Theory, was administered to 14 participants, aged 9 through 15, to…

Paraprofessionals are increasingly being hired to support students with special needs in schools and are key implementers of behavior interventions for students. However, research is limited on how paraprofessionals perceive the management of student behavior. Using a mixed-methods design approach, the current investigation assesses…

This brief report presents an analog test of the relative classification validity of three cutoff values (CVs; 16, 18, and 20) derived from responses to the self-report version of the Strengths and Difficulties Questionnaire: Total Difficulties Scale. Results from Bayesian t-tests, using several school-specific subjective well-being indicators as…

Paraprofessionals are increasingly being hired to support students with special needs in schools and are key implementers of behavior interventions for students. However, research is limited on how paraprofessionals perceive the management of student behavior. Using a mixed-methods design approach, the current investigation assesses…

We examined representations of attachment security using story stem narratives (Manchester Attachment Story Task, MCAST) and a family drawing task in 50 Greek children between 4 and 6 years old. Additionally, we examined the association between attachment classification based on the family drawing task and maternal reports of social and emotional…

To describe and facilitate the identification of child school behavior patterns, we developed a typology of child school behavior (ages 6-11 years) using the norming data (N = 2,338) for the second edition of the Behavior Assessment System for Children Teacher Rating-Child form). Latent profile analysis was conducted with the entire data set,…

Purpose: This article first aimed to examine the cognitive (rapid automatized naming, phonological awareness, working memory, nonverbal cognition, and language) correlates of reading difficulty in children with language impairment (LI). Second, we considered whether noncognitive (effortful control, social competence, and behavior problems)…

This study of institutional categorization reports an investigation of the practices, procedures and assumptions of psychiatric staff members when diagnosing ADHD. The main data upon which the study is based consist of transcribed audio recordings of meetings in the psychiatric clinic. Here children referred from primary schools on the suspicion…

Identifying classes of children on the basis of academic and behavior risk may have important implications for the allocation of intervention resources within Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) models. Latent class analysis (LCA) was conducted with a sample of 517 third grade students. Fall screening scores in…

This study examines the classification accuracy and teacher acceptability of a problem-focused screener for academic and disruptive behavior problems, which is directly linked to evidence-based intervention. Participants included 39 classroom teachers from 2 public school districts in the Northeastern United States. Teacher ratings were obtained…