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Direct linkGrassetti, Stevie N.; Williamson, Ariel A.; Herres, Joanna; Kobak, Roger; Layne, Christopher M.; Kaplow, Julie B.; Pynoos, Robert S. – School Psychology Quarterly, 2018
There is a need to delineate best practices for referring, assessing, and retaining students suspected of posttraumatic stress (PTS) and maladaptive grief (MG) in school-based treatment. Evidence-based risk-screening procedures should accurately include students who are appropriate for group treatment and exclude students who do not require…
Descriptors: Referral, Student Evaluation, Evaluation Methods, Posttraumatic Stress Disorder
Miller, Faith G.; Cohen, Daniel; Chafouleas, Sandra M.; Riley-Tillman, T. Chris; Welsh, Megan E.; Fabiano, Gregory A. – School Psychology Quarterly, 2015
The purpose of this study was to examine the relation between teacher-implemented screening measures used to identify social, emotional, and behavioral risk. To this end, 5 screening options were evaluated: (a) Direct Behavior Rating-Single Item Scales (DBR-SIS), (b) Social Skills Improvement System-Performance Screening Guide (SSiS), (c)…
Descriptors: Comparative Analysis, Measures (Individuals), Screening Tests, At Risk Students
DuPaul, George J.; Jimerson, Shane R. – School Psychology Quarterly, 2014
Students with attention-deficit/hyperactivity disorder (ADHD) exhibit chronic behavior difficulties that deleteriously impact their academic and social functioning in school settings. These difficulties not only impair student performance, but also present significant challenges to teachers, school psychologists, and other school professionals…
Descriptors: Attention Deficit Hyperactivity Disorder, Behavior Problems, Academic Achievement, Role
