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Showing 1 to 15 of 22 results Save | Export
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Lam, Chun Bun; Chung, Kevin Kien Hoa; Lam, Chung Sze; Li, Xiaomin – Early Education and Development, 2022
Research Findings: This cross-sectional study examined the class- and child-level associations of social-emotional competence with behavioral and academic adjustment among Chinese kindergarten children and tested teacher collectivistic socialization goals as a moderator. Participants were 523 kindergarten children and their mothers and class…
Descriptors: Foreign Countries, Kindergarten, Young Children, Social Emotional Learning
Bruhn, Allison; Barron, Sheila; Copeland, Bailey; Estrapala, Sara; Rila, Ashley; Wehby, Joseph – Assessment for Effective Intervention, 2021
Self-monitoring interventions for students with challenging behavior are often teacher-managed rather than self-managed. Teachers direct these interventions by completing parallel monitoring procedures, providing feedback, and delivering contingent reinforcement to students when they monitor accurately. However, within self-monitoring…
Descriptors: Comparative Analysis, Self Evaluation (Individuals), Intervention, Student Behavior
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Grassetti, 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
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Myunghee Ahn, Christine; Ebesutani, Chad – Psychology in the Schools, 2015
Korean middle school students are experiencing high rates of behavioral and emotional problems, suggesting a need for comprehensive screening instruments with strong psychometric properties in school settings. The present study investigated the utility of the Behavior Assessment System for Children-2 Self-Report of Personality, Adolescent Form…
Descriptors: Foreign Countries, Middle School Students, Behavior Problems, Emotional Problems
North Dakota Department of Public Instruction, 2016
The number of students identified under the Individuals With Disabilities Education Act (IDEA) with an emotional disturbance (ED) has remained remarkably stable over the last 30 years. During this time, approximately 1% of the school-aged population has been identified as disabled under the criteria set forth in IDEA (Kim, Forness, & Walker,…
Descriptors: Guidelines, Emotional Disturbances, Students with Disabilities, Individualized Education Programs
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Kaplun, Cathy; Knight, Jennifer; Grace, Rebekah; Dockett, Sue; Perry, Bob; Comino, Elizabeth; Jackson-Pulver, Lisa; Kemp, Lynn – Educational Studies, 2016
The Gudaga Goes to School Study described the transition to school and early education experiences of 117 urban Aboriginal children and their families. This paper outlines the methods and design of the study. A life course approach, employing multidimensional and multi-theoretical frameworks was used to capture the complexity of issues surrounding…
Descriptors: Indigenous Populations, Urban Areas, Children, Questionnaires
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Cook, Clayton R.; Volpe, Robert J.; Livanis, Andrew – Assessment for Effective Intervention, 2010
The majority of the literature on universal screening in education is devoted to academic screeners. However, research clearly indicates that other aspects of student functioning are closely associated with outcomes inside and outside of school. As a result, there are gaps in the current literature that call for additional research extending…
Descriptors: Screening Tests, At Risk Students, Student Evaluation, Measurement
National Center on Response to Intervention, 2010
To assist states and local districts with planning for RTI, the National Center on Response to Intervention (NCRTI) has developed this information brief, "Essential Components of RTI--A Closer Look at Response to Intervention." This brief provides a definition of RTI, reviews essential RTI components, and responds to frequently asked…
Descriptors: Evidence, Response to Intervention, Program Implementation, Academic Achievement
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Algozzine, Bob; Wang, Chuang; White, Richard; Cooke, Nancy; Marr, Mary Beth; Algozzine, Kate; Helf, Shawnna S.; Duran, Grace Zamora – Exceptional Children, 2012
This article addresses the effects of 3-tiered comprehensive reading and behavior interventions on K-3 student outcomes in 7 urban elementary schools with a high prevalence of students considered difficult to teach. Specific features of each level of the implementation are described including screening and tier placement procedures, scheduling and…
Descriptors: Disabilities, Emergent Literacy, Discipline, Program Effectiveness
National Center on Response to Intervention, 2010
Response To Intervention (RTI) integrates assessment and intervention within a school-wide, multi-level prevention system to maximize student achievement and reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions, and adjust the intensity and…
Descriptors: Evidence, Behavior Problems, Learning Disabilities, Academic Achievement
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Severson, Herbert H.; Walker, Hill M.; Hope-Doolittle, Jennifer; Kratochwill, Thomas R.; Gresham, Frank M. – Journal of School Psychology, 2007
This article provides a review of current practices and tools used in the proactive screening of behaviorally at-risk students within the context of schooling. While there are many obstacles to the early detection of vulnerable students, some recent developments have helped make educators more receptive to early identification and prevention…
Descriptors: High Risk Students, Identification, School Psychologists, Screening Tests
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Koppitz, Elizabeth Munsterberg – Behavioral Disorders, 1977
Because children with learning or behavior disorders tend to have multiple difficulties, assessment should include the areas of inner control, intersensory integration, reasoning, emotional adjustment, social adjustment, and developmental and social background. (DB)
Descriptors: Behavior Problems, Educational Diagnosis, Elementary Secondary Education, Emotional Disturbances
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Behar, Lenore B. – Journal of Abnormal Child Psychology, 1977
The Preschool Behavior Questionnaire is a screening instrument designed for use by preschool teachers which provides norms for children, ages 3 to 6 years. (Author)
Descriptors: Behavior Problems, Behavior Rating Scales, Emotional Disturbances, Preschool Education
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Feil, Edward G.; And Others – Education and Treatment of Children, 1995
This paper describes the need for and effectiveness of a functional screening and initial assessment system for behavior problems among preschool children, called the Early Screening Project. Critical factors in the assessment of young children with behavior problems include measuring the frequency and intensity of problem behaviors relative to a…
Descriptors: Behavior Problems, Disability Identification, Early Childhood Education, Early Identification
Brassard, Marla R.; Boehm, Ann E. – Guilford Publications, 2007
Comprehensive and user-friendly, this ideal graduate text and professional reference provides a developmentally informed framework for assessing 3- to 6-year-olds in accordance with current best practices and IDEA guidelines. The authors are leading clinician-researchers who take the reader step by step through selecting appropriate measures,…
Descriptors: Autism, Children, Developmental Delays, Disabilities
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