Although a goal of many aggression intervention programs is to increase children's concern (often termed sympathy or empathy) for their peers as a means of ultimately reducing aggressive behavior, there are no measures specifically of children's concern for peers who are the targets of peer aggression. A participatory action research (PAR) model…

This study compared the Social Skills Rating System (SSRS; Gresham & Elliott, 1990) with the revision of the SSRS, now called the Social Skills Improvement System-Rating Scales (SSIS-RS; Gresham & Elliott, 2008), across three raters (teacher, parent, and student) for elementary- and secondary-aged students. A detailed comparison of these…

This study provides initial evidence for the reliability and structural validity of scores from the Primary Intervention Rating Scale (Lane, Robertson, & Wehby, 2002), an adapted version of the Intervention Rating Profile-15 (Witt & Elliott, 1985) designed to assess faculty's perceptions of social validity of primary prevention plans prior…

In this article we present a cognitive-ecological model for understanding and preventing emotional and behavioral difficulties and propose directions for school-based intervention programs, particularly with aggressive children. In the cognitive-ecological framework, intervention efforts should target certain cognitive skills (e.g., skills that…

Schools throughout the country are now encouraged to implement school-wide positive behavior support (PBS) procedures as a way to improve their behavioral climate, safety, and social culture. Research is needed to determine (a) the extent to which schools already use school-wide PBS, (b) if training and technical assistance efforts result in…