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McDaniel, Sara C.; Lochman, John E.; Tomek, Sara; Powell, Nicole; Irwin, April; Kerr, Shani – Behavioral Disorders, 2018
Students with elevated levels of risk require targeted Tier 2 behavioral interventions that are efficient and effective to prevent the need for more intensive, special education supports. Although Tier 2 is a critical component of multi-tiered systems of support, a paucity of research exists regarding how best to provide evidence-based Tier 2…
Descriptors: Comparative Analysis, Intervention, Emotional Disturbances, Behavior Disorders
Splett, Joni W.; Trainor, Kathryn M.; Raborn, Anthony; Halliday-Boykins, Colleen A.; Garzona, Marlene E.; Dongo, Melissa D.; Weist, Mark D. – Behavioral Disorders, 2018
Despite schools increasingly adopting multitiered systems of support (MTSS) for prevention and intervention of mental health concerns, many are slow to adopt universal mental health screening (UMHS), a core MTSS feature, due to concerns about their limited capacity to meet the needs of all identified. In this study, we examined differences in the…
Descriptors: Comparative Analysis, Child Behavior, Rating Scales, Mental Health
O'Neill, Robert E.; Bundock, Kaitlin; Kladis, Kristin; Hawken, Leanne S. – Behavioral Disorders, 2015
This survey study assessed the acceptability of a variety of functional behavioral assessment (FBA) procedures (i.e., functional assessment interviews, rating scales/questionnaires, systematic direct observations, functional analysis manipulations) to a national sample of 123 special educators and a state sample of 140 school psychologists.…
Descriptors: Functional Behavioral Assessment, Special Education Teachers, School Psychologists, Attitudes
Lane, Kathleen L.; Wehby, Joseph H.; Little, M. Annette; Cooley, Cristy – Behavioral Disorders, 2005
Little attention has been dedicated to monitoring the educational progress of students with EBD receiving services in restrictive settings, using empirically validated tools and procedures. This study compared the progress of students with EBD receiving special education services in either a self-contained school or self-contained classrooms to…
Descriptors: Behavior Rating Scales, Self Contained Classrooms, Disabilities, Academic Achievement

Mattison, Richard E.; Gamble, Alan D. – Behavioral Disorders, 1992
The severity of dysfunction in 97 boys (ages 6-11) with serious emotional disturbance was rated in school and home environments. Teachers rated subjects higher than outpatient boys with psychiatric disorders and general population boys. Parents' ratings were somewhat less serious but still higher than for general population boys. (Author/JDD)
Descriptors: Adaptive Behavior (of Disabled), Behavior Rating Scales, Classroom Environment, Comparative Analysis