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Direct linkRescorla, Leslie A.; Achenbach, Thomas M.; Ginzburg, Sofia; Ivanova, Masha; Dumenci, Levent; Almqvist, Fredrik; Bathiche, Marie; Bilenberg, Niels; Bird, Hector; Domuta, Anca; Erol, Nese; Fombonne, Eric; Fonseca, Antonio; Frigerio, Alessandra; Kanbayashi, Yasuko; Lambert, Michael C.; Liu, Xianchen; Leung, Patrick; Minaei, Asghar; Roussos, Alexandra; Simsek, Zeynep; Weintraub, Sheila; Weisz, John; Wolanczyk, Tomasz; Zubrick, Stephen R.; Zukauskiene, Rita; Verhulst, Frank – School Psychology Review, 2007
This study compared teachers' ratings of behavioral and emotional problems on the Teacher's Report Form for general population samples in 21 countries (N = 30,957). Correlations between internal consistency coefficients in different countries averaged 0.90. Effects of country on scale scores ranged from 3% to 13%. Gender effects ranged from less…
Descriptors: Emotional Problems, Behavior Problems, Aggression, Hyperactivity
Peer reviewedReynolds, Cecil R.; Bradley, Michael – School Psychology Review, 1983
On multiple measures of chronic, manifest anxiety, the intellectually gifted sample (N=465) consistently displayed lower levels of anxiety than their nongifted peers (N=329), indicating better overall adjustment. (Author)
Descriptors: Affective Behavior, Affective Measures, Anxiety, Elementary Education
Peer reviewedAchenbach, Thomas M.; McConaughy, Stephanie H. – School Psychology Review, 1996
Presents similarities and differences between the DSM-IV and empirically based approaches to behavioral and emotional problems. A case example illustrates the applications of the two approaches to school-based assessment. (Author/JDM)
Descriptors: Behavior Problems, Case Studies, Elementary Secondary Education, Emotional Problems
Peer reviewedEidle, 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
Peer reviewedElias, Maurice J.; Branden, Leslie R. – School Psychology Review, 1988
A conceptual framework is presented as a guide to defining starting points for primary prevention of behavioral and emotional disorders. Selected approaches reflecting these concepts are reviewed, and implementation considerations within the school setting are discussed. (SLD)
Descriptors: Ancillary School Services, Behavior Problems, Elementary Secondary Education, Emotional Problems
Peer reviewedGlutting, Joseph J.; McDermott, Paul A.; Watkins, Marley M.; Kush, Joseph C.; Konold, Timothy R. – School Psychology Review, 1997
Compares various base-rate procedures with statistical-significance testing approach used by psychologists. Nonlinear multivariate method is used to determine whether children with a learning disability or emotional disturbance are more likely to show unusual subtest patterns than are children from the normative sample of Wechsler Intelligence…
Descriptors: Emotional Problems, Exceptional Child Research, Learning Disabilities, Multivariate Analysis
Peer reviewedConoley, 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
Peer reviewedSchrag, Judy A. – School Psychology Review, 1996
Children come to school each day with problems stemming from unmet physical, emotional, and social needs. In response, efforts to reform systems that provide services to these children have increased. Reform efforts have found flaws in the current delivery system. School psychologists are in unique position to provide significant contributions to…
Descriptors: Comprehensive School Health Education, Emotional Problems, Integrated Services, Personality Problems
Peer reviewedMcConaughy, 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
Peer reviewedDrake, 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
Peer reviewedMartens, Brian K. – School Psychology Review, 1993
Responds to previous article by McConaughy by discussing key issues and assumptions which underlie use of behavior rating scales for assessing children's emotional problems. Advances three arguments supporting use of structured informant reports in social-emotional assessment: informant reports initiate intervention efforts; reliable instruments…
Descriptors: Adolescents, Behavior Rating Scales, Children, Elementary School Students
Peer reviewedMacmann, Gregg M.; And Others – School Psychology Review, 1993
Responds to previous article by McConaughy on use of behavior rating scales to assess children's behavioral and emotional problems. Analyzes advances in syndromal assessment described by McConaughy with respect to two related themes: what can be said with confidence and what can be said that might be helpful. (Author/NB)
Descriptors: Adolescents, Behavior Rating Scales, Children, Elementary School Students
Peer reviewedMcConaughy, Stephanie H. – School Psychology Review, 1993
Author of article (this issue) describing research program to advance assessment of children's behavioral and emotional problems; presenting conceptual framework for multiaxial empirically based assessment; and summarizing research efforts to develop cross-informant scales for scoring parent, teacher, and self-reports responds to commentaries on…
Descriptors: Adolescents, Behavior Rating Scales, Children, Elementary School Students
Peer reviewedWalter, Abbe L.; Carter, Alice S. – School Psychology Review, 1997
Gilles de la Tourette's Syndrome (GTS) is considered a neuropsychiatric condition characterized by multiple motor and vocal tics. With some cases, a variety of neurocognitive, social, and emotional difficulties are present. Describes core features of GTS and highlights how symptoms and their features may interfere with school functioning. School…
Descriptors: Adjustment (to Environment), Attention Deficit Disorders, Emotional Problems, Hyperactivity
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
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