Student problem behaviors in early elementary school are associated with fewer learning opportunities, poor relationships with teachers, and academic and behavioral problems, including increased risk of emotional/behavioral disorders (EBDs). This study examined the effect of BEST in CLASS--Elementary (BEST in CLASS-E), a Tier 2 intervention…

Understanding how teacher stress, burnout, coping, and self-efficacy are interrelated can inform preventive and intervention efforts to support teachers. In this study, we explored these constructs to determine their relation to student outcomes, including disruptive behaviors and academic achievement. Participants in this study were 121 teachers…

Over the last decade, there has been increased interest in measuring life satisfaction among children and adolescents as an indicator of broad well-being and happiness. Although limited, existing research with students with social, emotional, and behavioral (SEB) problems indicates they experience lower life satisfaction compared with their…

Numerous well-validated academic progress monitoring tools are used in schools, but there are fewer behavioral progress monitoring measures available. Some brief behavior rating scales have been shown to be effective in monitoring students' progress, but most focus only on students' social skills and do not address critical academic-related…

Given the increased risk factors in the transition from middle school to high school, this study tracked academic and school discipline records for students receiving general and special education services as they transitioned from Grade 8 to Grade 9. The authors employed analysis of variance and structural equation modeling to determine the…