Universal screening continues to be a missed opportunity for addressing mental health in schools. The current study compared three separate self-report screening tools: the Behavior Assessment System for Children-Third Edition: Behavioral and Emotional Screening System (BASC-3 BESS), Youth Internalizing and Externalizing Problems Screener (YIEPS),…

There is limited research on job-embedded professional development designed to promote paraprofessionals' use of research-based strategies to support students with disruptive behaviors. This study serves as the first clustered randomized controlled trial to investigate the efficacy of the Behavior Support Coaching for Paraprofessional Model…

Responsive service delivery frameworks rely on the use of screening approaches to identify students in need of support and to guide subsequent assessment and intervention efforts. However, limited empirical investigations have been directed to informing how often screening should occur for social, emotional, and behavioral difficulties in school…

Hispanic-American youth have been identified as a high-risk group for developing behavioral and emotional difficulties. Currently, there exist few behavioral and emotional screening measures targeting young children, with even fewer accessible to the Spanish speaking populations in the U.S. The purpose of the present study was to determine whether…

Given the steady increase of students from diverse backgrounds in the U.S. educational system, in particular immigrant and Latino students, it is important to consider how to best support all students within our schools. The present study focuses on the Behavior Assessment System for Children-Second Edition (BASC-2) Behavioral and Emotional…

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)…

The "Preschool Behavioral and Emotional Rating Scale" (PreBERS) is a standardized, norm-referenced instrument that assesses emotional and behavioral strengths of preschool children. This study investigated whether the PreBERS four-factor structure (i.e., emotional regulation, school readiness, social confidence, and family involvement)…

Multiple informants such as teachers, students, and parents are commonly used as sources of information when assessing students' behaviors and emotions. However, there are few studies about cross informant agreement of strength-based assessment. The purpose of this study was to extend the international research on the Behavioral and Emotional…

This study tested the acceptability and efficacy of an innovative intelligent tutoring system (ITS), "Adventures Aboard the S.S. GRIN," that translates the evidence-based in-person Social Skills Group Intervention (SSGRIN), into an interactive game-based social tutorial. This randomized controlled pilot trial tested the first half of the…

This study examined the effects of the Boys Town In-Home Family Program on improving child behavior and parenting skills. The three-month parenting intervention was delivered to parents in their homes. All children were referred to the program by school personnel. Of the 107 families that enrolled in the study, 79% completed the intervention.…

This article reports three studies that evaluated the test-retest and inter-rater reliability of the "Preschool Behavioral and Emotional Rating Scale" (PreBERS) (Epstein & Synhorst, 2009). First, teachers rated 63 children receiving school services for disability on the PreBERS, with two ratings one month apart. Second,…

This compendium, a deliverable for "Assessments for Social, Emotional, and Academic Learning with Preschool/Elementary-School Children," focuses on tools to assess the social and emotional learning (SEL) of preschool and elementary school students (i.e., five- to ten-year-olds), along with aspects of the contexts in which they learn and…

The purpose of the present study was to document the development and standardization of the "Preschool Behavioral and Emotional Rating Scale" and to examine its factor structure, internal consistency, and criterion validity. Data from a nationally representative sample (N = 1,471) of preschool children with and without disabilities were…

Youth strengths are as important to consider as deficits in understanding developmental outcomes and thus are an important component of psychoeducational assessment. Latino/as are understudied with regard to strength-based constructs, although cultural and socioeconomic factors may be related to differences in Latino/a parents' views of their…

In the present study, we sought to extend instrument validation research for a strength-based emotional and behavior rating scale, the "Teacher Rating Scale of the Behavior and Emotional Rating Scale-Second Edition" (BERS-2; Epstein, M. H. (2004). "Behavioral and emotional rating scale" (2nd ed.). Austin, TX: PRO-ED) through…