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Direct linkDart, Evan H.; Arora, Prerna; Collins, Tai; Stark, Kevin; Cook, Clayton R.; Duong, Mylien T.; McCarty, Carolyn A.; Doll, Beth – Assessment for Effective Intervention, 2020
Frequent formative assessment of students' functioning, or progress monitoring, is a critical component of multi-tiered systems of support as data inform data-driven decisions about response to treatment. Progress monitoring tools for students' academic and behavioral functioning are readily available and widely researched; however, despite the…
Descriptors: Behavior Rating Scales, Progress Monitoring, Depression (Psychology), Emotional Disturbances
Kim, Joungmin; Kim, Kyeong-hwa – Intervention in School and Clinic, 2016
In South Korea, there is no consensus on the definition of emotional and behavioral disorders (EBD). This column focuses on how the definition has affected the prevalence rates and services available for students with EBDs. Of the legal, clinical, and educational definitions, the legal definition of EBDs is currently in common use, which raises…
Descriptors: Foreign Countries, Emotional Disturbances, Behavior Disorders, Definitions
Mikami, Amori Yee; Hoza, Betsy; Hinshaw, Stephen P.; Arnold, L. Eugene; Hechtman, Lily; Pelham, William E., Jr. – Journal of Emotional and Behavioral Disorders, 2015
Peer problems are common among children with emotional and behavioral disorders (EBD). However, the extent to which children's peer functioning varies across settings is unknown, as is the incremental power of peer functioning in different settings in predicting subsequent psychopathology. Participants were 57 children with…
Descriptors: Children, Attention Deficit Hyperactivity Disorder, Peer Relationship, Psychopathology
Peer reviewedCraighead, W. Edward; And Others – Psychological Assessment, 1995
The relationship between Children's Depression Inventory (CDI) scores and major depression, conduct disorder, and anxiety disorders was studied for 107 psychiatric inpatients aged 12 to 18 years. Findings support total CDI score, rather than factor scores, as the most practical measure for classifying participants as depressed or not. (SLD)
Descriptors: Adolescents, Anxiety, Behavior Disorders, Children
