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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
Gamst-Klaussen, Thor; Rasmussen, Lene-Mari P.; Svartdal, Frode; Strømgren, Børge – Scandinavian Journal of Educational Research, 2016
The Social Skills Improvement System-Rating Scales (SSIS-RS) is a multi-informant instrument assessing social skills and problem behavior in children and adolescents. It is a revised version of the Social Skills Rating System (SSRS). A Norwegian translation of the SSRS has been validated, but this has not yet been done for the Norwegian…
Descriptors: Comparative Analysis, Interpersonal Competence, Behavior Problems, Measures (Individuals)
Scahill, Lawrence; Aman, Michael G.; Lecavalier, Luc; Halladay, Alycia K.; Bishop, Somer L.; Bodfish, James W.; Grondhuis, Sabrina; Jones, Nancy; Horrigan, Joseph P.; Cook, Edwin H.; Handen, Benjamin L.; King, Bryan H.; Pearson, Deborah A.; McCracken, James T.; Sullivan, Katherine Anne; Dawson, Geraldine – Autism: The International Journal of Research and Practice, 2015
Restricted interests and repetitive behaviors vary widely in type, frequency, and intensity among children and adolescents with autism spectrum disorder. They can be stigmatizing and interfere with more constructive activities. Accordingly, restricted interests and repetitive behaviors may be a target of intervention. Several standardized…
Descriptors: Autism, Pervasive Developmental Disorders, Behavior Problems, Repetition
Cascardi, Michele; Brown, Cathy; Iannarone, Melinda; Cardona, Norma – Journal of School Violence, 2014
Within the past few decades, scholars, lawmakers, and educators have increased attention to a specific type of aggressive behavior known as bullying. While bullying is like peer aggression and harassment, in that they all pertain to negative aggressive actions, there are important distinctions among these three forms of behavior. The key features…
Descriptors: Violence, Bullying, Educational Environment, Aggression
Moore, Stephanie A.; Mayworm, Ashley M.; Stein, Rachel; Sharkey, Jill D.; Dowdy, Erin – Journal of Applied School Psychology, 2019
Despite innovations in the screening and early identification of students who may benefit from school mental health services, many schools struggle to link screening to intervention decisions, particularly at the Tier 2 level. Universal complete mental health screening, which measures strengths along with risk factors, is a strength-based approach…
Descriptors: Mental Health, Screening Tests, Early Intervention, Decision Making
Rivard, Mélina; Morin, Diane; Dionne, Carmen; Mello, Catherine; Gagnon, Marc-André – Exceptionality Education International, 2015
This study documented the perceived needs of therapists, specialists, and managers who work with children with intellectual disabilities (ID) and/or autism spectrum disorders (ASD) and concurrent problem behaviours (PBs). Seventy-five respondents from specialized PB and early childhood programs within eight public rehabilitation centres were…
Descriptors: Training, Allied Health Personnel, Children, Intellectual Disability
Honey, Emma; McConachie, Helen; Turner, Michelle; Rodgers, Jacqui – Research in Autism Spectrum Disorders, 2012
The repetitive behaviour questionnaire (RBQ) (Turner, 1995) is one of the three most commonly used interview/questionnaire measures of repetitive behaviour (Honey et al., in preparation). Despite this there is a scarcity of information concerning its structure, reliability and validity. The psychometric properties of the RBQ were examined when…
Descriptors: Autism, Learning Disabilities, Construct Validity, Test Validity
Honey, Emma; Rodgers, Jacqui; McConachie, Helen – Research in Autism Spectrum Disorders, 2012
Assessment of children's restricted and repetitive behaviours offers potential opportunities to improve early diagnosis of autism spectrum disorder (ASD) and timely access to interventions and support. To facilitate this requires understanding of the phenomenology of repetitive behaviours in ASD, including differentiating behaviours seen in ASD…
Descriptors: Autism, Disability Identification, Measures (Individuals), Developmental Delays
Dalton, Caroline; Sweeney, John – British Journal of Learning Disabilities, 2013
This study explores front-line staff knowledge and perceptions of how people with intellectual disability residing in residential services are supported to communicate effectively. Participants ("n" = 138) completed a self-report questionnaire adapted from an instrument developed by DeSimone & Cascella (2005) "Journal of…
Descriptors: Residential Programs, Caregivers, Knowledge Level, Attitude Measures
Eaton, Danice K.; Brener, Nancy D.; Kann, Laura; Roberts, Alice M.; Kyle, Tonja M.; Flint, Katherine H.; Ross, Alexander L. R. – Journal of School Health, 2011
Background: School-based risk behavior surveys traditionally have been administered via paper-and-pencil. This study assessed the feasibility of conducting in-class online surveys in US high schools. Methods: A paper-and-pencil questionnaire assessing computer availability and perceptions of online surveys was mailed to a nationally representative…
Descriptors: High Schools, Intervals, Principals, Mail Surveys
Karoly, Lynn A. – RAND Corporation, 2014
Care Quality Rating and Improvement Systems (QRISs) have advanced and matured, a number of states and localities have undertaken evaluations to validate the systems. Such efforts stem from the desire to ensure that the system is designed and operating in the ways envisioned when the system was established. Given that a central component in a QRIS…
Descriptors: Rating Scales, Program Effectiveness, Early Childhood Education, Educational Quality
Wulffaert, J.; van Berckelaer-Onnes, I.; Kroonenberg, P.; Scholte, E.; Bhuiyan, Z.; Hennekam, R. – Journal of Intellectual Disability Research, 2009
Background: Studies into the phenotype of rare genetic syndromes largely rely on bivariate analysis. The aim of this study was to describe the phenotype of Cornelia de Lange syndrome (CdLS) in depth by examining a large number of variables with varying measurement levels. Virtually the only suitable multivariate technique for this is categorical…
Descriptors: Age Differences, Severity (of Disability), Mental Retardation, Child Rearing
Hartnell, Naomi – Educational Psychology in Practice, 2010
This study evaluates the work of a multi-disciplinary Behaviour Support Team developed to support schools in managing problematic behaviour. An evidence base to inform future service delivery is developed, using a model of evaluation which incorporates both quantitative, outcome data and more explanatory qualitative data, incorporating the views…
Descriptors: Educational Psychology, Evaluation Methods, School Psychologists, Student Behavior
Ebner-Priemer, Ulrich W.; Trull, Timothy J. – Psychological Assessment, 2009
In this review, we discuss ecological momentary assessment (EMA) studies on mood disorders and mood dysregulation, illustrating 6 major benefits of the EMA approach to clinical assessment: (a) Real-time assessments increase accuracy and minimize retrospective bias; (b) repeated assessments can reveal dynamic processes; (c) multimodal assessments…
Descriptors: Feedback (Response), Clinical Diagnosis, Psychological Patterns, Context Effect
Russell, Robert L.; Grizzle, Kenneth L. – Clinical Child and Family Psychology Review, 2008
Using language appropriately and effectively in social contexts requires pragmatic language competencies (PLCs). Increasingly, deficits in PLCs are linked to child and adolescent disorders, including autism spectrum, externalizing, and internalizing disorders. As the role of PLCs expands in diagnosis and treatment of developmental psychopathology,…
Descriptors: Autism, Psychologists, Content Validity, Children
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