The purpose of this study was to examine the efficacy of the Family Check-Up initiated during kindergarten on teacher-report of children's emotional and behavior concerns in fourth grade. Participants were 57 primary caregivers, along with their children and teachers. Participants were randomized to a Family Check-Up condition or school-as-usual…

Parental involvement in education has significantly contributed to positive youth development. This study applied Epstein's six constructs of parental involvement (parenting, communicating, volunteering, decision making, learning, and collaborating) and examined the effects of different types of parental involvement on children's emotions and…

In recent years, there has been an increasing emphasis on the use of functional assessment (FA) in the selection of treatments for problem behaviors. Scholars now generally accept that an understanding of the antecedents and consequences of problem behavior, achieved through a FA, is necessary to select the most effective treatment procedure. Yet,…

Despite research on peer dynamics in mainstream classrooms and in mental health interventions, investigations of peer dynamics in self-contained classrooms for students with emotional and behavioral disorders (EBD) are limited. This study examined the influence of classroom behavior norms on individual behavior in a school for students with…

The purpose of this study was to examine the efficacy of the Family Check-Up initiated during kindergarten on teacher-report of children's emotional and behavior concerns in fourth grade. Participants were 57 primary caregivers, along with their children and teachers. Participants were randomized to a Family Check-Up condition or school-as-usual…

The impact of attention-deficit/hyperactivity (ADHD) disorder results in significant challenges in academic, behavioral, and social domains, necessitating targeted interventions. Although a substantial number of students with ADHD receive individualized education programs (IEPs), little is known about the most common accommodations and…

This paper describes the development and validation of an instrument to assess how students deal with emotionally challenging classroom situations (the DECCS Questionnaire). The questionnaire is based on a vignette with one learning and one performance situation in a classroom, and is intended for students in grades 4 to 7. On a sample of N = 639…

Previous research identifies the negative outcomes associated with behavioral and emotional risk (BER) and experiences of trauma in childhood. Studies have shown that elevated BER and experiences of trauma are connected to poor academic performance, as well as other maladaptive behavioral outcomes (Martinez et al., 2014; Perfect et al., 2016; Ray…

The current study is the first repeated-measures design exploring the impact of child-centered play therapy (CCPT), an evidence-based child psychotherapy intervention, on autistic children's social-emotional assets, and emotional and behavioral problems across four times during intervention based on teacher reports. Participants consisted of 19…

Challenges arising from the classroom behavioral management of students with social, emotional and behavioral difficulties are a concern for educational professionals. The purpose of this study is to review common elements of behavior interventions for the disruptive behaviors of children with social, emotional and behavioral difficulties. A…

Mental health problems in school-aged youth are a risk factor for poor outcomes in adulthood. Although these poor outcomes are well established, most youth with mental health problems continue to experience barriers to receiving appropriate services. Tier 2 interventions are sometimes provided to students who are at risk of developing a mental…

A rapidly growing body of research indicates that the quality of children's relationships with teachers can affect students' emotional, behavioral, and school related adjustment. The vast majority of this research has relied on measures that assess teacher--rather than student--perceptions of these relationships. In this study, we administered a…

Within the context of a multi-tiered framework for behavior support, intervention intensification is warranted when a Tier II intervention fails to adequately address a targeted behavior. A traditional approach to intensification is to shift from standardized supports at Tier II to individualized and more resource-intensive supports at Tier III.…

Along with increased attention to universal screening for identifying social, emotional, and behavioral (SEB) concerns is the need to ensure the psychometric adequacy of tools available. Nearly all extant tests of universal SEB screening validity focus on traditional inferential forms with little to no study of the consequences of actions…

There is a need to provide evidence-based social, emotional, and behavioral interventions for learners at risk for emotional and behavioral problems. Evidence-based interventions for social and emotional success are especially necessary for Black learners with emotional or behavioral problems. In the current study, we used a multiple-baseline…