Externalizing problems are common in children ages 6-14, can have lifelong consequences, and may pose a particular risk when combined with other risk factors and symptoms (like depression and anxiety). Schools are uniquely positioned to assess and address these types of behavioral health concerns, but many school-based assessments do not focus on…

Research on teacher-student relationships is mainly based on questionnaires investigating teachers' explicit cognitions. However, it is also important to investigate implicit processes in social interactions, such as internalized feelings. The Teacher Relationship Interview (TRI) is a narrative method aimed at assessing teachers' (implicit) mental…

Universal screening serves to identify students at risk for emotional and behavioral difficulties while their behavior is still amenable to treatment. However, there are few universal screeners available for middle school students who may be at heightened risk for developing emotional and behavioral difficulties due to major academic and social…

The purpose of this study was to develop standardization data for the Functional Assessment Intervention Program (FAIP; University of Utah, Utah State University, & Utah State Office of Education, 1999), a computerized, functional behavioral assessment expert system. Reliability, validity, and utility analyses were conducted with students serving…

Accurate screening of disruptive behavior disorders such as attention-deficit/hyperactivity disorder (ADHD) and oppositional defiant disorder are a priority in elementary schools and child guidance clinics but they can be challenging because of symptom overlap with other disorders. The use of behavioral rating scales for assessing children's…