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Direct linkJones, Corey; Graybill, Emily; Barger, Brian; Roach, Andrew T. – Psychology in the Schools, 2020
Through this study we compared different informants and different behavior screening tools that are available to screen for behavioral and emotional risk. We examined screening results from 100 students from a high school with a high achiever's magnet program in the Southeastern United States (school demographics: 71% female and 79% black,…
Descriptors: Predictive Validity, Student Behavior, Screening Tests, High School Students
Hartman, Kelsey; Gresham, Frank M.; Byrd, Shelby – Behavioral Disorders, 2017
Universal screening for emotional and behavioral risk in schools facilitates early identification and intervention for students as part of multitiered systems of support. Early identification has the potential to mitigate adverse outcomes of emotional and behavioral disorders. The purpose of this study was to extend existing research on the…
Descriptors: Behavior Problems, Screening Tests, Test Validity, Test Reliability
Vidmar, Maša – International Journal of Early Years Education, 2015
In the present study the longitudinal relations between quantity of centre-based child care (in months) and teacher reports of internalising and externalising behaviour in the first and second grades were examined for 325 Slovenian children. The socio-political context of affordable, accessible and homogenously high-quality child care is quite…
Descriptors: Foreign Countries, Context Effect, Longitudinal Studies, Child Care
Wanless, Shannon B.; McClelland, Megan M.; Acock, Alan C.; Ponitz, Claire C.; Son, Seung-Hee; Lan, Xuezhao; Morrison, Frederick J.; Chen, Jo-Lin; Chen, Fu-Mei; Lee, Kangyi; Sung, Miyoung; Li, Su – Psychological Assessment, 2011
The present study examined the psychometric properties of scores from a direct measure of behavioral regulation, the Head-Toes-Knees-Shoulders task (HTKS) with 3- to 6-year-old children in the United States, Taiwan, South Korea, and China. Specifically, we investigated (a) the nature and variability of HTKS scores, including relations to…
Descriptors: Foreign Countries, Psychometrics, Behavior Problems, Cross Cultural Studies
Haranin, Emily C.; Huebner, E. Scott; Suldo, Shannon M. – Journal of Psychoeducational Assessment, 2007
Concurrent, predictive, and incremental validity of global and domain-based adolescent life satisfaction reports are examined with respect to internalizing and externalizing behavior problems. The Students' Life Satisfaction Scale (SLSS), Multidimensional Students' Life Satisfaction Scale (MSLSS), and measures of internalizing and externalizing…
Descriptors: Predictive Validity, Validity, Life Satisfaction, Adolescents
Pardini, Dustin A.; Fite, Paula J. – Journal of the American Academy of Child & Adolescent Psychiatry, 2010
Objective: The incremental utility of symptoms of conduct disorder (CD), oppositional defiant disorder (ODD), attention-deficit/hyperactivity disorder (ADHD), and callous-unemotional (CU) traits for predicting psychosocial outcomes across multiple domains was examined in a community sample of 1,517 boys. Method: Several outcomes were assessed…
Descriptors: Evidence, Attention Deficit Hyperactivity Disorder, Social Problems, Behavior Problems
Henry, David B. – Assessment, 2006
This study evaluates the validity of two aggression scales for predicting observations of malicious or disruptive behavior at school. Subgroups of a sample of 1,560 children (age 8.6 plus or minus 1.5 years) were assessed using (a) peer nominations of aggression, (b) teacher reports on the Teacher Report Form (TRF) of the Child Behavior Checklist…
Descriptors: Measurement Techniques, Observation, Aggression, Children
