Better methods, better solutions: Developments in school-based behavioral assessment

School Psychology Review

Volumn 39, Issue 3, 2010, Pages 422-426

  Merrell, Kenneth W ^a  

^a UNIVERSITY OF OREGON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 78649262423     PISSN: 02796015     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Note

References (13)

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2. Ervin. R. A., C.impel Peacock, G. A., & Merrell, K. W. (2010). The school psychologist as a problem solver in the 21st century: Rationale and role definition. In G. G. Peacock, R. A. Ervin, E. J. Daly, & K. W. Merrell (Eds.), Practical handbook of school psychology: Effective practices for the 21st century (pp. 3-30). New York: C.uilford.
3. C.ilman, R., Huebner, E. S., & Furlong, M. J. (Eds.) (2009). Handbook of positive psychology in schools. New York: Routledge.
4. C.resham, F. M., Cook, C. R., Collins, T., & Rasethwane, K. (2010). Developing a change-sensitive brief behavior rating scale as a progress monitoring tool for social behavior An example using the Social Skills Rating System Teacher Form. School Psychology Review, 39(3), 364-379.
5. Kamphaus, R. W., DiStefano, C., Dowdy, E., Eklund, K., & Dunn, A. R. (2010). Determining the presence of a problem: Comparing two approaches for detecting youth behavioral risk. School Psychology Review, 39(3), 395-407.
6. Mcintosh, K., Frank, J. L., & Spaulding, S. A. (2010). Establishing research-based trajectories of office discipline referrals for individual students. School Psychology Review, 39(3), 380-394.
7. Mcintosh, K., Reinke, W. M., & Herman, K. C. (2010). Schoolwide analysis of data for social behavior problems: Assessing outcomes, selecting targets for intervention, and identifying need for support. In G. G. Peacock, R. A. Ervin, E. J. Daly, & K. W. Merrell (Eds.), Practical handbook of school psychology: Effective practices for the 21st century (pp. 135-156). New York: C.uilford Press.
8. Merrell, K. W. (2008). Behavioral, social, and emotional assessment of children and adolescents (3rd ed.). New York: Erlbaum/Taylor & Francis.
9. Merrell, K. W. (2010). Linking prevention science and social and emotional learning: The Oregon Resiliency Project. Psychology in the Schools, 47, 55-70.
10. Merrell, K. W., & Gueldner, B. A. (2010). Social and emotional learning in the classroom: Promoting mental health and academic success. New York: Guilford Press.
11. Suido, S. M., & Shaffer, E. J. (2008). Looking beyond psychopathology: The dual-factor model of mental health in youth. School Psychology Review, 37, 52-68.
12. Tilly, W. D., III (2008). The evolution of school psychology to science-based practice: Problem-solving and the three-tiered model. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (Vol. 1, pp. 17-36) . Bethesda, MD: National Association of School Psychologists.
13. Volpe, R. J., & Gadow, K. D. (2010). Creating abbreviated rating scales to monitor classroom inattentionoveractivity, aggression, and peer conflict: Reliability, validity, and treatment sensitivity. School Psychology Review, ¿9(3), 350-363.