Examined four coding schemes reported in consultation literature for quantifying verbal interactions between consultants and consultees and illustrated their application to common set of four behavioral consultation interviews. Obtained consultant and consultee scores on key variables within each scheme. Compared four schemes and considered their…

Uses confirmatory factor analysis (CFA) to address unresolved issues concerning the structure of the Cognitive Assessment System, a test of intelligence based upon the planning, attention, and simultaneous-successive (PASS) processes theory of human cognition. Results reveal that the CFA of the standardization data do not support use of the CAS…

Thirty special educators of 91 mildly and moderately handicapped students were randomly assigned to 1 of 2 curriculum-based measurement (CBM) groups or to control group. Found that use of CBM with both performance indicator and skills analysis resulted in more specific instructional changes and better student achievement than CBM with performance…

Presents conceptual framework for conducting curriculum-based assessment (CBA) which links together several models of CBA. Notes that integrated model begins with assessment of academic environment, assesses grade placement of child across curriculum materials, assesses child's instructional level within correctly placed grade-level material,…

Describes recent advances in assessment and treatment of anxiety disorders in children and adolescents. Presents findings of descriptive studies of childhood anxiety disorders, types of assessment approaches used to evaluate anxiety, treatment strategies that have been applied to anxiety problems, and correlates of anxiety in childhood. Discusses…

Research in assessment and intervention with developmentally disabled children has led to important advances in recent years. This article identifies conceptual and practical issues important to the process of behavioral assessment, and presents a framework for the behavioral assessment of the developmentally disabled, with special emphasis on…

Focuses on assessment of emotions and irrational beliefs in Rational-Emotive Therapy with school-aged children. Argues that, for children to understand and agree to process of disputing irrational beliefs, practitioner first assesses individual child's emotional vocabulary, his/her understanding of relationship between disturbed emotion and…

Examines the construct validity of the Adaptive Behavior Scale-School: 2 (ABS-S: 2) through exploratory factor analysis. Results indicate that the ABS-S: 2 is best understood as a two-factor instrument for both children with mental retardation and for those without mental retardation. The test does seem to reflect personal independence and social…

This article describes a national survey of members of the National Association of School Psychologists (N=115) which was conducted to assess the current family assessment and intervention practices of school psychology practitioners. Results indicated that perceived competence and level of family training are increasing among school…

This is a reaction paper to TM 506 168. The author sees school psychology as offering crucial insights to the educational system. In addition, some degree of self-perspective along with a conceptual framework is necessary to further school psychology while avoiding fads. (Author/GK)

Two case examples illustrate how single-case designs (alternating treatments, multiple baseline, and reversal) can be used to evaluate manipulable influences on school performance. In each case, the success of an intervention plan is evaluated within the single-case design. (SLD)

Responds to previous article by McConaughy by discussing key issues and assumptions which underlie use of behavior rating scales for assessing children's emotional problems. Advances three arguments supporting use of structured informant reports in social-emotional assessment: informant reports initiate intervention efforts; reliable instruments…

Responds to previous article by McConaughy on use of behavior rating scales to assess children's behavioral and emotional problems. Analyzes advances in syndromal assessment described by McConaughy with respect to two related themes: what can be said with confidence and what can be said that might be helpful. (Author/NB)

Author of article (this issue) describing research program to advance assessment of children's behavioral and emotional problems; presenting conceptual framework for multiaxial empirically based assessment; and summarizing research efforts to develop cross-informant scales for scoring parent, teacher, and self-reports responds to commentaries on…

This article explores concepts and strategies pertaining to systemic family assessment, enumerates the essential principles of systems theory, and discusses the purposes of family assessment in the context of children's school-related problems. An overview of assessment strategies is provided. (Author/LMO)