Universal screening for behavioral/mental health risk is a critical component of multitiered systems of support, allowing for early identification of students in need of prevention and/or intervention services. The Student Risk Screening Scale (SRSS; Drummond, 1994) is one commonly used universal screening tool intended to measure externalizing…

Research on teaching STEM, especially in the areas of teaching coding for students with ASD, is lacking. The purpose of the current study was to evaluate the effects of using model-lead-test to teach an elementary-aged student with ASD and severe problem behavior the following dependent variables: (a) calibrating the robot; (b) drawing tracks for…

Most students with emotional and behavioral disorders (EBD) have significant reading difficulties, but educators have few in-service professional learning opportunities geared to reading instruction for these students. The "Integrated Literacy Study Group" was developed as an online professional development program to prepare elementary…

Home-school partnerships between teachers and caregivers of students with or at risk of emotional/behavioral disorders (EBD) are critical to support positive student outcomes. Yet, effective home-school partnerships may be particularly challenging to foster for students with or at risk of EBD, and little is known about how teachers and caregivers…

Children with serious problem behaviors pose a challenge for school staff to maintain safe and productive learning environments. Eloping, often called running, bolting, or absconding, from the classroom disrupts learning environments and requires significant attention and time from staff. Existing interventions to address elopement behavior lack…

Educational leaders are firmly committed to detecting students at the first sign of concern for both major disorders of childhood: internalizing (e.g., extremely shy, anxious, withdrawn) and externalizing (e.g., noncompliant, aggressive, disruptive). Input from educators who have been engaged in the universal behavioral screening process contains…

Students with emotional/behavioral disorders have identified disruptive behaviors that negatively impact their academic performance. The US Department of Education and the American School Counselor Association have supported the use of school-wide multitiered systems of support (MTSS) to reinforce pro-social behaviors for all students, but to also…

This study was a first step toward adaptation of the Arabic version of the "Systematic Screening for Behavior Disorders", Second Edition (SSBD-2) for public schools in the State of Kuwait. The study aimed to assess the face validity of the Arabic SSBD-2, investigate differences among the scores of students nominated by teachers as at…

This study addressed the concept of 'intersectionality' relating to refugee status and disability. It examined whether differences in attitudes depending on disability type (physical disability vs. behavioural disorders) are present and how the refugee status and disability in girls interact to influence attitudes. The attitudes of 1377…

Multi-informant reports of student emotional and behavioral problems determine eligibility for school-based services; however, multiple informants often yield inconsistent reports of child concerns. Informant discrepancies are thought to reflect either measurement error or meaningful differences (e.g., situational variation). It is important to…

The present study investigated the psychometric properties of the "Scales for Assessing Emotional Disturbance -- Third Edition: Rating Scale" (SAED-3 RS), which is designed for use in identifying students with emotional disturbance for special education services. The purposes of this study were to evaluate (a) the measurement invariance…

The purpose of this study was to evaluate the effects of PDT on the impulsive choice-making of young children with EBD who have difficulty waiting quietly and safely in the absence of other activities or stimuli. Specifically, we aimed to answer the question, does PDT with a school rule-following requirement increase delays at which young children…

Several mental health programs have been developed in clinics and transported into schools, which has great potential for increasing access to intervention for students who may not be otherwise served. However, such programs may lack consideration of the complexity and constraints of schools, including the diversity of student needs and…

Although instances of discrimination are increasing across US schools, little is known about the relations of discrimination to mental health outcomes across the full range of school ages or how experiences of discrimination interact with various sociodemographic characteristics. This study entailed analysis of data from approximately 60,700…

Students with emotional and behavioral disorders (EBD) often receive low rates of teacher praise and high rates of teacher reprimands, though they may respond more positively to praise and more negatively to reprimands than their typically developing peers. Teacher praise-to-reprimand ratios (PRRs) are associated with increased student engagement,…