To fully execute multitiered systems of support (MTSS), schools must have access to screening and progress monitoring measures that are defensible and appropriate for intended use yet also must be usable within the intended context. Usability is the extent to which a measure, process, or system is acceptable and can be feasibly used by…

Universal screening of students is increasing as programs are implemented for improving social emotional learning (SEL) skills. Assessments used to conduct SEL screenings focus on social emotional strengths; however, such assessments can provide a broader characterization of students' wellbeing by concurrently screening for emotional behavior…

In the fall of 2020, many students and educators returned to school in person, despite the threat of the COVID-19 virus. Though safety measures such as masks and social distancing were put in place, educators remained concerned for their students' health, well-being, and academic attainment. The current study examined teacher concern for students'…

This study used growth curve modeling to map risk by gender across the middle school transition. Participants included 609 (49.5% female) students in grades 4-8 in an urban school serving primarily African American youth from low-income communities. Results indicated that overall risk increased over time and was consistent over the middle school…

This study examined which factors were related to placement choices for inclusive regular education or exclusive special education for Dutch students with social, emotional, and behavioral difficulties (SEBD). Students aged 6-11 in three subgroups participated: 45 included and 17 excluded students with SEBD (i.e., educated in regular education…

The purpose of this study was to examine middle school outreach to families about student behavior and its relationship with student school behavior, conduct problems, emotional symptoms, prosocial behavior, as well as school safety. In addition, the role of school implementation of positive behavioral interventions and supports (PBIS) was…

The purpose of this commentary is to discuss articles in the special issue focused on improving procedures for universal screening for social-emotional and behavioral problems. Based on work by Hunsley and Mash (2007), we examine factors to consider for those seeking to establish evidence-based behavioral screening practices in school settings.…

Preschool has been recognized as an optimal time to provide behavioral and emotional supports to children; however, there is a need to examine the stability, accuracy, and predictive validity of universal emotional and behavioral screening scores in early childhood to inform procedures for repeated screenings across time. The present study…

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…

Within the expectancy-value framework, much work has been done linking expectancies and task values to academic outcomes such as performance, persistence, and choice. Research on the associations between student motivation (including efficacy and task values) and behavioral and emotional problems, however, is nascent. The present study examined a…

Data derived from universal screening procedures are increasingly utilized by schools to identify and provide additional support to students at risk for behavioral and emotional concerns. As screening has the potential to be resource intensive, effort has been placed on the development of efficient screening procedures, including brief behavior…

Increasingly, schools are implementing school-based screening for risk of behavioral and emotional problems; hence, foundational evidence supporting the predictive validity of screening instruments is important to assess. This study examined the predictive validity of the Behavior Assessment System for Children-2 Behavioral and Emotional Screening…

The current study examined the utility and incremental validity of parent ratings on the Strengths and Difficulties Questionnaire and Disruptive Behavior Disorders rating scale completed at kindergarten registration in identifying risk status as defined by important criterion variables (teacher ratings, daily behavioral performance, and quarterly…

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.…

Social-emotional learning curricula to prevent student problematic behaviors should play a prominent role in public school instruction. While social-emotional curricula have been shown to be effective, there are few replication studies that substantiate their capacity to improve outcomes for students who exhibit problem behaviors. Thus, we…