Over the past several decades, the education, mental health, and social service fields have witnessed a significant shift in the focus of assessment of children moving from a solely deficit-based approach to a model incorporating strengths and competencies, which has been referred to as strength-based assessment. The "Behavioral and Emotional…

Identifying student strengths is central to transition planning. However, school personnel use few assessments that operationalize behavioral and emotional strengths, and the psychometric functioning of those measures have not been established with transition-age students. In this two-part study, we used a national sample of transition-age…

We examined the correlation between interviewer-administered Vineland Adaptive Behavior Scale II (VABS-II) and the parent-rated Adaptive Behavior Assessment System II (ABAS-II) questionnaire in 352 participants (ages 1.5-20.8 years) with autism spectrum disorder (ASD) to determine if ABAS could be used as a screen to reduce the number of VABS…

Social, emotional, and behavioral (SEB) instruments are currently used in schools to screen, refer, and progress monitor students. Although many of these instruments have demonstrated strong technical adequacy, there has been far less examination of their consequential validity--that is, positive or negative intended and unintended consequences of…

This study aimed to adapt the Selfitis Behavior Scale (SBS) to measure university students' selfitis behavior in Turkey. Within the scope of the study, the SBS was translated from English to Turkish. Data were collected in the validity and reliability studies from four study groups, including 343 university students. According to the confirmatory…

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…

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…

The purpose of this study was to evaluate the reliability, validity, and accuracy of scores from the Intervention Selection Profile--Function (ISP-Function): a brief functional assessment tool founded upon Direct Behavior Rating (DBR) methodology. Participants included 34 teacher-student dyads. Using the ISP-Function, teachers rated the extent to…

Direct Behavior Rating (DBR) is an efficient method for monitoring changes in student behavior in response to intervention. Emerging research on DBR Multi-Item Scales (DBR-MIS) indicates DBR-MIS has promising characteristics as a progress-monitoring assessment. Specifically, the multiple items within DBR-MIS allow stakeholders to measure specific…

The purpose this study was to evaluate the reliability, validity, and accuracy of scores from the "Intervention Selection Profile--Function (ISP-Function)": a brief functional assessment tool founded upon Direct Behavior Rating (DBR) methodology. Participants included 34 teacher-student dyads. Using the ISP-Function, teachers rated the…

In Oman and elsewhere in Arab countries school professionals rely on measures that were developed in Western countries. Measures that assess adaptive behaviour (AB) that have been developed in Western cultures are argued to be culturally bound. Nevertheless, these measures are used elsewhere despite a paucity of data that examine their…

To advance the research examining the sluggish cognitive tempo (SCT) construct, a key priority has been to develop assessment tools that are reliable and valid. The current study builds upon existing work by conducting the most thorough psychometric evaluation to date of the teacher-reported Child and Adolescent Behavior Inventory (CABI) SCT and…

The present study investigated evidence of the construct validity of scores from the Behavioral and Emotional Rating Scale (BERS-3), which is a multi-informant assessment designed to measure the behavioral and emotional strengths of school-aged youth. The purpose of this research was to evaluate the degree to which BERS-3 scores differed between…

The purpose of this study was to evaluate the concurrent validity, sensitivity to change, and teacher acceptability of Direct Behavior Rating single-item scales (DBR-SIS), a brief progress monitoring measure designed to assess student behavioral change in response to intervention. Twenty-four elementary teacher-student dyads implemented a daily…

Many schools attempt to identify and service students at risk for poor mental health outcomes within a multi-tiered system of support (MTSS). Universal screening within a MTSS requires technically adequate tools. The Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) has been put forth as a technically adequate screener. Researchers…