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Woods, Isaac L., Jr. – School Psychology Review, 2023
After decades of advancement in education equality, a disproportional number of racially minoritized students are placed in special education. Addressing the disproportionality is a complicated issue due to various contributing factors. One possible cause is racial bias from teachers who rate problem behaviors of African American boys for special…
Descriptors: Racism, Racial Attitudes, Teacher Attitudes, Student Evaluation
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Eleni Didaskalou; Amy M. Briesch; Robert J. Volpe; Christina Roussi-Vergou – International Journal of School & Educational Psychology, 2024
Given the dearth of technically adequate universal screening tools in the Greek language, the current study sought to examine the psychometric properties of a 67-item universal screener (i.e. Integrated Teacher Rating Form; ITRF), that was originally developed in American English and then translated and implemented in Greek primary schools. The…
Descriptors: Foreign Countries, Screening Tests, Greek, Psychometrics
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Morte-Soriano, Manuel Ramón; Begeny, John C.; Soriano-Ferrer, Manuel – Journal of Learning Disabilities, 2021
Research exploring behavioral ratings of executive functioning (EF) for children and adolescents with dyslexia is scarce, which limits researchers, clinicians, educators, and parents from understanding and best supporting these students at home and/or school. Using the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2)…
Descriptors: Behavior Problems, Executive Function, Students with Disabilities, Dyslexia
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Barnes, Sara A.; Iovannone, Rose; Blair, Kwang-Sun; Crosland, Kim; George, Heather Peshak – Preventing School Failure, 2020
Students in general education classrooms are increasingly being identified as being in need of individualized behavior supports. Thus, this study assessed the Prevent-Teach-Reinforce (PTR) model to determine its impact on problem and replacement behaviors of typically developing students with behavioral challenges in a high-need elementary school…
Descriptors: Prevention, Reinforcement, Student Behavior, Behavior Problems
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Leanne Tamm; Sydney M. Risley; Elizabeth Hamik; Angela Combs; Lauren B. Jones; Jamie Patronick; Tat Shing Yeung; Allison K. Zoromski; Amie Duncan – International Journal of Developmental Disabilities, 2024
Background: Academic challenges such as losing/not turning in assignments, misplacing materials, and inefficient studying are common in middle-school students with autism spectrum disorder (ASD) without intellectual disability. Deficits in organization, planning, prioritizing, memory/materials management, and studying skills [i.e. academic…
Descriptors: Academic Achievement, Intelligence Tests, Intervention, Executive Function
Linda A. Reddy; Todd A. Glover; Christopher M. Dudek; Alexander Alperin; Nicole B. Wiggs; Briana Bronstein – Grantee Submission, 2022
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…
Descriptors: Paraprofessional School Personnel, Behavior Problems, Intervention, Elementary School Students
Leanne Tamm; Sydney M. Risley; Elizabeth Hamik; Angela Combs; Lauren B. Jones; Jamie Patronick; Tat Shing Yeung; Allison K. Zoromski; Amie Duncan – Grantee Submission, 2022
Background: Academic challenges such as losing/not turning in assignments, misplacing materials, and inefficient studying are common in middle-school students with autism spectrum disorder (ASD) without intellectual disability. Deficits in organization, planning, prioritizing, memory/materials management, and studying skills [i.e. academic…
Descriptors: Academic Achievement, Intervention, Executive Function, Autism
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Stormont, Melissa; Cohen, Daniel R.; Herman, Keith C.; Reinke, Wendy M. – School Psychology, 2019
The purpose of the study was to investigate the effectiveness of a brief and feasible universal screener for kindergarten readiness for predicting follow-up outcomes in first grade. Participants included kindergarten and first-grade teachers and students from 6 urban elementary schools. Students included slightly more males than females (54%;…
Descriptors: School Readiness, Kindergarten, Grade 1, Teacher Attitudes
Dickson, Kelsey S.; Suhrheinrich, Jessica; Rieth, Sarah R.; Stahmer, Aubyn C. – Grantee Submission, 2017
Cross-informant ratings of are considered gold standard for child behavioral assessment. To date, little work has examined informant ratings of adaptive functioning for youth with autism spectrum disorder (ASD). In a large, diverse sample of youth with ASD, this study evaluated parent-teacher concordance of ratings of adaptive functioning and…
Descriptors: Autism, Pervasive Developmental Disorders, Child Behavior, Behavior Problems
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Jenkins, Lyndsay N.; Demaray, Michelle K.; Tennant, Jaclyn – School Psychology Review, 2017
The purpose of the current study was to understand the association between bullying experiences (i.e., bullying, victimization, and defending) and social, emotional, and cognitive factors. The social factor was social skills (i.e., empathy, assertion, cooperation, responsibility); the emotional factor was emotional difficulties (i.e., personal…
Descriptors: Bullying, Victims, Social Influences, Emotional Response
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Miller, Faith G.; Cohen, Daniel; Chafouleas, Sandra M.; Riley-Tillman, T. Chris; Welsh, Megan E.; Fabiano, Gregory A. – School Psychology Quarterly, 2015
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)…
Descriptors: Comparative Analysis, Measures (Individuals), Screening Tests, At Risk Students
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Bugler, Myfanwy; McGeown, Sarah P.; St Clair-Thompson, Helen – Educational Psychology, 2015
The present study investigated gender differences in adolescents' academic motivation and classroom behaviour and gender differences in the extent to which motivation was associated with, and predicted, classroom behaviour. Seven hundred and fifty students (384 boys and 366 girls) aged 11--16 (M age?=?14.0, 1.59 SD) completed a questionnaire…
Descriptors: Gender Differences, Motivation, Academic Aspiration, Classroom Environment
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Chin, Jenna K.; Dowdy, Erin; Quirk, Matthew P. – Journal of Psychoeducational Assessment, 2013
Universal screening is a promising approach for identifying students at risk for behavioral and emotional problems. Due to the frequent adolescent onset of behavioral and emotional problems, middle school is an important time for early identification. This study explored the ability of the Behavioral and Emotional Screening System (BESS) to…
Descriptors: Middle School Students, Screening Tests, Identification, At Risk Students
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Volpe, Robert J.; Briesch, Amy M.; Gadow, Kenneth D. – Journal of School Psychology, 2011
Although the efficiency with which a wide range of behavioral data can be obtained makes behavior rating scales particularly attractive tools for the purposes of screening and evaluation, feasibility concerns arise in the context of formative assessment. Specifically, informant load, or the amount of time informants are asked to contribute to the…
Descriptors: Generalizability Theory, Formative Evaluation, Behavior Rating Scales, Measures (Individuals)
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Dinnebeil, Laurie A.; Sawyer, Brook E.; Logan, Jessica; Dynia, Jaclyn M.; Cancio, Edward; Justice, Laura M. – Early Childhood Research Quarterly, 2013
A comprehensive research base exists concerning the congruence between parents' and teachers' ratings of the behavior of typically developing young children. However, little research has been conducted regarding the degree to which parents' and teachers' behavioral ratings of young children with disabilities are congruent. Additionally, previous…
Descriptors: Disabilities, Young Children, Influences, Congruence (Psychology)
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