The Work and Social Adjustment Scale for Youth: Psychometric properties of the teacher version and evidence of contextual variability in psychosocial impairments.

Effective mental health services require accurate assessment of psychosocial impairments linked to mental health concerns. Youth who experience these impairments do so within and across various contexts (e.g.

Informant discrepancies in assessments of psychosocial functioning in school-based services and research: Review and directions for future research.

Psychosocial functioning plays a key role in students' wellbeing and performance inside and outside of school. As such, techniques designed to measure and improve psychosocial functioning factor prominently in school-based service delivery and research. Given that the different contexts (e.

A comparison of problem identification interviews conducted face-to-face and via videoconferencing using the consultation analysis record.

School psychologists who experience challenges delivering face-to-face consultation may utilize videoconferencing to facilitate their consultation activities. Videoconferencing has been found to be an effective method of service delivery in related fields and emerging research suggests that it may be effective for providing teacher training and support in school settings. In this exploratory investigation, we used the Consultation Analysis Record (Bergan & Tombari, 1975) and its four indices to assess the effectiveness of conducting problem identification interviews via videoconferencing versus face-to-face.

The Effects of Peer-Mediated Check-In/Check-Out on the Social Skills of Socially Neglected Students.

Check-In/Check-Out (CICO) is a moderately effective Tier 2 intervention often used to address attention-maintained problem behaviors in schools. Recent studies on CICO have demonstrated the effectiveness of the intervention when combined with social skills training and when utilizing students' peers as interventionists. Using a concurrent multiple baseline across participants design, the present study evaluated the effectiveness of peer-mediated CICO to target social skills in elementary school students identified as socially neglected using a sociometric classification system.

Peer-mediated check-in/check-out for students at-risk for internalizing disorders.

The present study investigated the effectiveness of peer-mediated check-in/check-out (CICO) on the internalizing behaviors of elementary school students. A nonconcurrent multiple-baseline design across participants was utilized to evaluate the intervention's effectiveness for 3 students in 1st and 2nd grade. Two 5th grade students were trained to implement CICO under the supervision of an adult intervention specialist.

Standard of practice and Flynn Effect testimony in death penalty cases.

The Flynn Effect is a well-established psychometric fact documenting substantial increases in measured intelligence test performance over time. Flynn's (1984) review of the literature established that Americans gain approximately 0.3 points per year or 3 points per decade in measured intelligence.

Base rates of social skills acquisition/performance deficits, strengths, and problem behaviors: an analysis of the Social Skills Improvement System--Rating Scales.

Base rate information is important in clinical assessment because one cannot know how unusual or typical a phenomenon is without first knowing its base rate in the population. This study empirically determined the base rates of social skills acquisition and performance deficits, social skills strengths, and problem behaviors using a nationally representative sample of children and adolescent ages 3-18 years. Using the national standardization sample of the Social Skills Improvement System--Rating Scales (N = 4,550) across 3 informants (teacher, parent, and student) and across 3 broad age groupings (3-5 years, 5-12 years, and 13-18 years), these base rates were computed.

Cross-informant agreement for ratings for social skill and problem behavior ratings: an investigation of the Social Skills Improvement System-Rating Scales.

One of the most consistent findings in rating scale research with children and adolescents is the modest agreement among different informants' ratings. The present study systematically explored patterns of agreement among teachers, parents/caregivers, and students in domains of social skills and problem behaviors using the Social Skills Improvement System-Rating Scales (SSIS-RS; F. M.

Interpretation of intelligence test scores in Atkins cases: conceptual and psychometric issues.

So-called Atkins cases refer to individuals who have been sentenced to death for capital crimes who claim that the death penalty constitutes "cruel and unusual punishment" under the Eighth Amendment. Psychological testimony is influential because this testimony strikes at the very core issue in these cases; namely, whether or not the individual is mentally retarded. Despite the importance of psychological testimony, courts have not been made to understand the subtleties and complexities of the issues in diagnosing mental retardation.

Treatment integrity of school-based interventions with children in the journal of applied behavior analysis 1991-2005.

We reviewed all school-based experimental studies with individuals 0 to 18 years published in the Journal of Applied Behavior Analysis (JABA) between 1991 and 2005. A total of 142 articles (152 studies) that met review criteria were included. Nearly all (95%) of these experiments provided an operational definition of the independent variable, but only 30% of the studies provided treatment integrity data.

Relevance of functional behavioral assessment research for school-based interventions and positive behavioral support.

The Individuals With Disabilities Education Act (IDEA) Amendments of 1997 mandate the use of functional behavioral assessment (FBA) and positive behavioral supports and interventions for students with disabilities. Although much progress has been made in our understanding of functional analysis over the past 15 years, the extent to which these findings can be generalized across clients, methods, settings, and response classes is unknown. This article reviewed 150 school-based intervention studies conducted with children published in the Journal of Applied Behavior Analysis from 1991 to 1999.