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Investigating the Longitudinal Association between Fidelity to a Large-Scale Comprehensive School Mental Health Prevention and Intervention Model and Student Outcomes
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Reinke, Wendy M.; Herman, Keith C.; Thompson, Aaron; Copeland, Christa; McCall, Chynna S.; Holmes, Shannon; Owens, Sarah A. – School Psychology Review, 2020
Many youth experience mental health problems. Schools are an ideal setting to identify, prevent, and intervene in these problems. The purpose of this study was to investigate patterns of student social, emotional, and behavioral risk over time among a community sample of 3rd through 12th grade students and the association of these risk patterns…
Descriptors: Mental Disorders, Models, Mental Health, Prevention
Improving the Transition Behavior of High School Students with Emotional Behavioral Disorders Using a Randomized Interdependent Group Contingency
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Hawkins, Renee O.; Haydon, Todd; Denune, Hilary; Larkin, Wallace; Fite, Nathan – School Psychology Review, 2015
The current study evaluated the effects of an interdependent group contingency with randomized components on student behavior during the transition from lunch to class. The study was conducted in three high school classrooms in an alternative school setting for students with emotional and behavioral disorders and used an ABAB withdrawal design.…
Descriptors: High School Students, Student Behavior, Behavior Disorders, Emotional Problems
The Role of Prereferral Intervention Teams in Early Intervention of Mental Health Problems.
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Eidle, Kirsten A.; Truscott, Stephen D.; Meyers, Joel; Boyd, Tammy – School Psychology Review, 1998
Reports on an investigation of four prereferral intervention. Key findings include: teams frequently addressed behavior/ social-emotional issues; most interventions occurred outside classroom or school; and greater focus was on issues outside of school at the secondary level (e.g., community and drug problems). (Author/JDM)
Descriptors: Behavior Disorders, Elementary Secondary Education, Emotional Problems, Intervention
Strategic Family Intervention: Three Cases of School-Aged Children.
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Conoley, Jane Close – School Psychology Review, 1987
Three cases of school-aged children experiencing problems in peer relations, disturbing habits, school refusal, and inappropriate classroom behaviors are presented. Interventions in each of the cases involved both standard school-based strategies and family interventions. Results suggest the potential usefulness of strategic family interventions.…
Descriptors: Behavior Problems, Case Studies, Classroom Environment, Elementary Secondary Education
Contributions of a Child Interview to Multimethod Assessment of Children with EBD and LD.
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McConaughy, Stephanie H.; Achenbach, Thomas M. – School Psychology Review, 1996
Examines the predictive power of child interview for differentiating matched sample of children with emotional and behavior disorders (EBD) or learning disabilities (LD), and nonreferred children. The Semistructured Clinical Interview for Children and Adolescents (SCICA) was administered. Parents completed the Child Behavior Checklist (CBCL), and…
Descriptors: Adolescents, Behavior Disorders, Children, Elementary Education
Children of Separation and Divorce: A Review of School Programs and Implications for the Psychologist.
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Drake, Ellen A.; Shellenberger, Sylvia – School Psychology Review, 1981
Divorce and separation affect how children behave and learn in school. School psychologists can help children and parents cope with the feelings and the effects of divorce. Relevant issues in developing and implementing programs are considered. (Author/RL)
Descriptors: Behavior Modification, Counseling Services, Divorce, Elementary Secondary Education
Commentary: School-Based Observations of Children at School--Promise with Prudence
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Rapport, Mark D. – School Psychology Review, 2005
Psychological assessment traditionally entails assessment processes and measures to address questions about children. In school settings, these questions usually center on why children experience difficulty learning, engage in inappropriate classroom deportment, and fail to develop adaptive peer relationships. The mini-series in this issue…
Descriptors: Learning Problems, Playgrounds, School Psychology, Psychometrics