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Student Internalizing and Externalizing Behavior Screeners: Evidence for Reliability, Validity, and Usability in Elementary Schools
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Hartman, Kelsey; Gresham, Frank M.; Byrd, Shelby – Behavioral Disorders, 2017
Universal screening for emotional and behavioral risk in schools facilitates early identification and intervention for students as part of multitiered systems of support. Early identification has the potential to mitigate adverse outcomes of emotional and behavioral disorders. The purpose of this study was to extend existing research on the…
Descriptors: Behavior Problems, Screening Tests, Test Validity, Test Reliability
Detection of Symptoms of Prevalent Mental Health Disorders of Childhood with the Parent Form of the Behavioral and Emotional Screening System
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Dowdy, Erin; Kamphaus, Randy W.; Abdou, Annmary S.; Twyford, Jennifer M. – Assessment for Effective Intervention, 2013
This study examined the criterion-related validity of score inferences from the "Behavioral and Emotional Screening System Parent Form" (BESS Parent) for the detection of symptoms of prevalent mental health disorders of childhood. The BESS Parent was administered to 99 parents of first- through fifth-grade students, along with the…
Descriptors: Validity, Attention Deficit Hyperactivity Disorder, Parents, Child Behavior
Teachers' Perspectives on Student Problematic Behavior and Social Skills
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Riney, Summer Sides; Bullock, Lyndal M. – Emotional & Behavioural Difficulties, 2012
This study examined program outcomes of student problem behavior and social skills, based on teachers' perspectives, before and after early behavioral intervention services. The study targeted students in kindergarten through grade 5 who were identified by the school system as being at risk for emotional and behavioral disorders. Students…
Descriptors: Student Problems, Early Intervention, Behavior Disorders, Functional Behavioral Assessment
Burnout Experience of Teachers Serving Students with Emotional Behavioral Disorders in Grades PreK-8 within Non-Public Special Education Day Schools
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Hill, Kendra A. – ProQuest LLC, 2011
This exploratory study examined the relationships between five predictor variables identified by the literature (age, years of special education teaching experience, level of emotional behavioral disorders (EBD) preparation, principal support, and principal feedback) and two higher order terms (age and years of special education teaching…
Descriptors: Feedback (Response), Fatigue (Biology), Day Schools, Teacher Burnout
Tier 1, Teacher-Implemented Self-Regulated Strategy Development for Students with and without Behavioral Challenges: A Randomized Controlled Trial
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Harris, Karen R.; Lane, Kathleen Lynne; Driscoll, Steven A.; Graham, Steve; Wilson, Kristen; Sandmel, Karin; Brindle, Mary; Schatschneider, Chris – Elementary School Journal, 2012
This study took place in the context of schools collaborating with a local university to implement an evidence-based, 3-tiered model of prevention and supports targeting academic, behavioral, and social goals. We examined whether Self-Regulated Strategy Development (SRSD) instruction, delivered by grade 2 and 3 general education teachers to all…
Descriptors: Evidence, Outcome Measures, Behavior Disorders, Grade 2
The Use of Self-Management Skills with Kindergarten through Third Grade Students with Emotional and Behavior Disorders: Investigation of Findings
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Hamilton, Jennifer L. – Online Submission, 2007
Teaching self-management strategies to students with emotional behavior disorders is important in improving on-task behavior in the classroom. The problem in teaching students with emotional behavior disorders is that they often have trouble staying on task or staying focused, which causes disruption of the class. The purpose of the study is to…
Descriptors: Affective Behavior, Behavior Disorders, Self Control, Grade 1