Strength-based assessment of behavior competencies to distinguish students referred for disciplinary intervention from nonreferred peers

Psychology in the Schools

Volumn 45, Issue 2, 2008, Pages 91-103

  Albrecht, Susan Fread ^a   Braaten, Sheldon ^b  

^a BALL STATE UNIVERSITY   (United States)

^b Behavioral Institute for Children and Adolescents

Author keywords

[No Author keywords available]

Indexed keywords

EID: 40149102416     PISSN: 00333085     EISSN: 15206807     Source Type: Journal    
DOI: 10.1002/pits.20287     Document Type: Article

References (28)

1. Aiken, L. R. (1996). Rating scales and checklists. New York: Wiley.
2. Albrecht, S. F. (1992). Time‐Away: A skill‐building alternative to discipline. Manuscript submitted for publication.
3. Albrecht, S. F. (in press). Time‐Away: A skill‐building alternative to discipline. Preventing School Failure.
4. Beland, K. R. (1996). A schoolwide approach to violence prevention. In R. L. Hampton, P. Jenkins, & T. P. Gullotta (Eds.), Preventing violence in America (pp. 209–231). Thousand Oaks, CA: Sage.
5. Bloomquist, M. L., & Schnell, S. V. (2002). Helping children with aggression and conduct problems: Best practices for intervention. New York: Guilford Press.
6. Braaten, S. (1998). Behavioral Objective Sequence (1998 ed.). Champaign, IL: Research Press.
7. Browne, J. A. (2003). Derailed: The schoolhouse to jailhouse track. Washington, DC: Advancement Project.
8. Chittooran, M. M., & Miller, T. L. (1998). Informal assessment. In H. B. Vance (Ed.), Psychological assessment of children: Best practices for school and clinical settings (2nd ed., pp. 13–59) New York: Wiley.
9. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
10. Conroy, M. A., & Brown, W. H. (2004). Early identification, prevention, and early intervention with young children at risk for emotional or behavioral disorders: Issues, trends, and a call for action. Behavioral Disorders, 29, 224–236.
11. Epstein, M. H., & Rudolph, S. (n.d.). Strength based assessment. Retrieved November 1, 2005, from http://cecp.air.org/interact/expertonline/strength/transition/1.asp
12. Gay, L. R., Mills, G. E., & Airasian, P. (2006). Educational research: Competencies for analysis and applications (8th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
13. Goldstein, A. P. (1996). Violence in America: Lessons on understanding the aggression in our lives. Palo Alto, CA: Davies‐Black.
14. Kauffman, J. M. (1999). How we prevent the prevention of emotional and behavioral disorders. Exceptional Children, 65, 448–468.
15. Kauffman, J. M. (2005). Characteristics of emotional and behavioral disorders of children and youth (8th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
16. Lane, K. L., Gresham, F. M., & O'Shaughnessy, T. E. (2002). Interventions for children with or at risk for emotional and behavioral disorders. Boston: Allyn & Bacon.
17. McClellan, D. E., & Katz, L. G. (2001). Assessing young children's social competence (EDO‐PS‐01‐2). Champaign, IL: Eric Clearinghouse on Elementary and Early Childhood Education.
18. Merrell, K. W. (1998). Assessing social skills and peer relations. In H. B. Vance (Ed.), Psychological assessment of children: Best practices for school and clinical settings (2nd ed., pp. 246–276) New York: Wiley.
19. O'Shaughnessy, T. E., Lane, K. L., Gresham, F. M., & Beebe‐Frankenberger, M. E. (2002). Students with or at risk for learning and emotional‐behavioral difficulties: An integrated system of prevention and intervention. In K. L. Lane, F. M. Gresham, & T. E. O'Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (pp. 3–17). Boston: Allyn & Bacon.
20. Ramsay, M. C., Reynolds, C. R., & Kamphaus, R. W. (2002). Essentials of behavioral assessment. New York: Wiley.
21. Vernon, A. (1993). Developmental assessment and intervention with children and adolescents. Alexandria, VA: American Counseling Association.
22. Walker, H. M., Ramsey, E., & Gresham, F. M. (2004). Antisocial behavior in schools: Evidence‐based practice (2nd ed.). Belmont, CA: Thompson Wadsworth.
23. Webster‐Stratton, C., & Reid, M. J. (2002). An integrated approach to prevention and management of aggressive behavior problems in preschool and elementary grade students. In K. L. Lane, F. M. Gresham, & T. E. O'Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (pp. 261–278). Boston: Allyn & Bacon.
24. Wilder, L., Braaten, S., Wilhite, K., & Algozzine, B. (2005). Concurrent validity of the strength‐based Behavioral Objective Sequence. Journal of Applied School Psychology, 22, 125–139.
25. Wilder, L. K. (1999). Student vs. teacher perception of student behavior for use with emotional and behavior disorders: Accurate assessment. Unpublished doctoral dissertation, Ball State University, Muncie, IN.
26. Wilhite, K. (2000). The relationship between scores of students with emotional disabilities on the Behavioral Objective Sequence and current service intensity. Unpublished doctoral dissertation, Ball State University, Muncie, IN.
27. Wilhite, K., Braaten, S., Frey, L., & Wilder, L. (2007). Classroom use of the Behavioral Objective Sequence, Intervention in School and Clinic, 42 (4), 212–218.
28. Wood, M. M., Davis, K. R., Swindle, F. L., & Quirk, C. (1996). Developmental therapy‐developmental teaching: Fostering social‐emotional competence in troubled children and youth. Austin, TX: PRO‐ED.