Constructing a roadmap for future universal screening research beyond academics

Assessment for Effective Intervention

Volumn 35, Issue 4, 2010, Pages 197-205

  Cook, Clayton R ^a   Volpe, Robert J ^b   Livanis, Andrew ^c  

^a UNIVERSITY OF WASHINGTON   (United States)

^b NORTHEASTERN UNIVERSITY   (United States)

^c LONG ISLAND UNIVERSITY   (United States)

Author keywords

Behavior; Mental health; Universal screening

Indexed keywords

EID: 79956017154     PISSN: 15345084     EISSN: 1938-745     Source Type: Journal    
DOI: 10.1177/1534508410379842     Document Type: Article

References (72)

1. Achenbach, T. M., McConaughy, S. H., & Howell, C. T. (1987). Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity. Journal of Consulting and Clinical Psychology, 101, 213-232.
2. Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
3. Benner, G., Nelson, R., & Epstein, M. (2002). Language skills of children with EBD: A literature review. Journal of Emotional and Behavioral Disorders, 10, 43-59.
4. Canino, G., Bird, H. R., Rubio-Stipec, M. & Bravo, M. (1995). Child psychiatric epidemiology: What we have learned and what we need to learn. International Journal of Methods in Psychiatric Research 5, 79-92. (Pubitemid 126764702)
5. Catalano, R., Berglund, M., Ryan, J., Lonczak, H., & Hawkins, D. (2004). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. Seattle, WA: U. S. Department of Health and Human Services.
6. Chard, D. J., Clarke, D., Baker, S., Otterstedt, J., Braun, D., & Katz, R. (2005). Using measures of number sense to screen difficulties in mathematics: Preliminary findings. Assessment for Effective Intervention, 30, 3-14.
7. Cone, J. D. (1997). Invited essay: Issues in functional analysis in behavioral assessment. Behaviour Research and Therapy, 35, 259-275.
8. Cook, C. R., Williams, K., Guerra, N. G., Kim, T., & Sadek, S. (in press). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly.
9. Cook, C. R., Williams, K. R., Kim, T., & Guerra, N. G. (2009). Variability in the prevalence of bullying and victimization: A cross-national and methodological analysis. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), International handbook of school bullying (pp. 342-362). Mahwah, NJ: Lawrence Erlbaum.
10. Cronbach, L. J. (1975). Beyond the two disciplines of scientific psychology. American Psychologist, 30, 116-127.
11. Drummond, T. (1994). The Student Risk Screening Scale (SRSS). Grants Pass, OR: Josephine County Mental Health Program.
12. Edelbrock, C., Costello, A. J., Dulcan, M. K., Kalas, R., & Conover, N. C. (1985). Age differences in the reliability of the psychiatric interview of the child. Child Development, 56, 265-275.
13. Fallon, T., & Schwab-Stone, M. (1994). Determinants of reliability in psychiatric surveys of children aged 6-12. Journal of Child Psychology and Psychiatry, 35, 1391-1408. (Pubitemid 24340966)
14. Foorman, B. R., Fletcher, J. M., Francis, D. J., Carlson, C. D., Chen, D., Mouzaki, A., et al. (1998). Technical report: Texas Primary Reading Inventory (1998 ed.). Houston: Center for Academic and Reading Skills, University of Texas Health Science Center at Houston and University of Houston.
15. Feil, E. G., Severson, H. H., & Walker, H. M. (2002). Early screening and intervention to prevent the development of aggressive, destructive behavior patterns among at-risk children. In M. R. Shinn, H. M. Walker, & G. Stoner (Eds), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp. 143-166). Bethesda, MD: National Association of School Psychologists.
16. Fox, K. R. (1999). The influence of physical activity on mental well being. Public Health Nutrition, 2, 411-418. (Pubitemid 29529020)
17. Fuchs, L. S. (2004). The past, present, and future of curriculumbased measurement research. School Psychology Review, 33, 188-193.
18. Fuchs, L. S., & Fuchs, D. (1998). Treatment validity: A unifying concept for reconceptualizing identifying learning disabilities. Learning Disabilities Research and Practice, 13, 204-219.
19. Glover, T. A., & Albers, C. A. (2007). Considerations for evaluating universal screening assessments. Journal of School Psychology, 45, 117-135.
20. Gresham, F. M. (2002). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. In R. Bradley, L. Danielson, & D. L. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 467-519). Mahwah, NJ: Erlbaum.
21. Gresham, F. M. (2005a). Methodological issues in evaluating cognitive-behavioral treatments for students with behavioral disorders. Behavioral Disorders, 30(3), 213-225. (Pubitemid 41805824)
22. Gresham, F. M. (2005b). Response to intervention: An alternative means of identifying students as emotionally disturbed. Education and Treatment of Children, 28, 328-344. (Pubitemid 44699602)
23. Gresham, F. M., & Noell, G. (1993). Documenting the effectiveness of consultation outcomes. In J. Zins, T. Kratochwill, & S. Elliott (Eds.), Handbook of consultation services for children: Applications in educational and clinical settings (pp. 249-276). San Francisco, CA: Jossey-Bass.
24. Guerra, N. G., Boxer, P., & Cook, C. R. (2006). Preventing youth violence among high-risk, inner-city youth: Why comprehensive, multi-level programs can still fail. New Directions for Evaluation, 110, 59-71.
25. Hambleton, R. K., Swaminathan, H., & Rogers, H. J. (1991). Fundamentals of item response theory. Newbury Park, CA: Sage.
26. Handwerk, M. L., & Marshall, R. M. (1998). Behavioral and emotional problems of students with learning disabilities, serious emotional disturbance, or both conditions. Journal of Learning Disabilities, 31, 327-338.
27. Hawkins, J. D., Catalano, R. F., & Miller, J. Y. (1992). Risk and protective factors for alcohol and other drug problems in adolescence and early dropout: Implications for substance abuse prevention. Psychological Bulletin, 112, 64-105.
28. Hayes, S. C., Nelson, R. O., & Jarrett, R. (1987). Treatment utility of assessment: A functional approach to evaluating the quality of assessment. American Psychologist, 42, 963-974.
29. Herrenkohl, E. C., Herrenkohl, R. C., Rupert, L. J., Egolf, B. P., & Lutz, J. G. (1995). Risk factors for behavioral dysfunction: The relative impact of maltreatment, SES, physical health problems, cognitive ability, and quality of parent-child interaction. Child Abuse & Neglect, 9(2), 191-203.
30. Hinshaw, S. P. (1992). Academic underachievement, attention deficits, and aggression: Comorbidity and implications for interventions. Journal of Consulting and Clinical Psychology, 60, 893-903.
31. Hofmeister, A. (1993). Elitism and reform in school mathematics. Remedial and Special Education, 14, 8-13.
32. Hosp, M. K., Hosp. J. L., & Howell, K. W. (2007). The ABCs of CBM: A practical guide to curriculum-based measurement. New York: Guilford.
33. Jenkins, J. R., Hudson, R. F., & Johnson, E. S. (2007). Screening for service delivery in an RTI framework: Candidate measures. School Psychology Review, 36, 560-582.
34. Jenkins, J. R., & O'Connor, R. E. (2002). Early identification and intervention for young children with reading/learning disabilities. In R. Bradley, L. Danielson, & D. Hallahan (Eds.), Identification of learning disabilities (pp. 99-149). Hillsdale, NJ: Erlbaum.
35. Jones, J. M. (Ed.). (2009). The psychology of multicultural issues in schools: A primer for practice, training, and research. Bethesda, MD: National Association of School Psychologists and Corwin Press.
36. Kamphaus, R. W., & Reynolds, C. R. (2007). BASC-2 Behavioral and Emotional Screening System manual. Circle Pines, MN: Pearson.
37. Kauffman, J., Cullinan, D., & Epstein, M. (1987). Characteristics of students placed in special programs for the serious emotionally disturbed. Behavioral Disorders, 12, 175-184.
38. Kazdin, A. E. (1981). Acceptability of child treatment techniques: The influence of treatment efficacy and adverse side effects. Behavior Therapy, 12, 493-506. (Pubitemid 11022469)
39. Kazdin, A. E. (1989). Identifying depression in children: A comparison of alternative selection criteria. Journal of Abnormal Child Psychology, 17, 437-454. (Pubitemid 19235750)
40. Kratochwill, T. R. (2007). Preparing psychologists for evidencebased school practice: Lessons learned and challenges ahead. American Psychologist, 62, 826-843.
41. Landau, S., Milich, R., & Widiger, T. A. (1991). Conditional probabilities of child interview symptoms in the diagnosis of attention deficit disorder. Journal of Child Psychology & Psychiatry & Allied Disciplines, 32, 501-513.
42. Lane, K. L., Kalberg, J. R., Lambert, E. W., Crnobori, M., & Bruhn, A. L. (2010). A comparison of systematic screening tools for emotional and behavioral disorders: A replication. Journal of Emotional and Behavioral Disorders, 18, 100-112.
43. Lane, K. L., Little, M. A., Casey, A. M., Lambert, W., Wehby, J., Weisenbach, J. L., et al. (2008). A comparison of systematic screening tools for emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 17, 178-190.
44. Levine, M., Perkins, D. D., & Perkins, D. V. (Eds.). (2005). Prevention: Principles of community psychology: Perspectives and applications (3rd ed., pp. 271-325). New York: Oxford University Press.
45. Loeber, R., Green, S. M., Lahey, B. B. & Stouthamer-Loeber, M. (1989). Optimal informants on childhood disruptive behaviors. Development and Psychopathology, 1(4), 317-337.
46. Mahoney, J. L. (2000). School extracurricular activity participation as a moderator in the development of antisocial patterns. Child Development, 71, 502-516.
47. Masten, A. S., Garmezy, N., Tellegen, A., Pellegrini, D. S., Larkin, K., & Larsen, A. (1988). Competence and stress in school children: The moderating effects of individual and family qualities. Journal of Child Psychology and Psychiatry, 29, 745-764.
48. McIntosh, K., Horner, R. H., Chard, D. J., Boland, J. B., & Good, R. H. (2006). The use of reading and behavior screening measures to predict non-response to school-wide positive behavior support: A longitudinal analysis. School Psychology Review, 35, 275-291. (Pubitemid 44085501)
49. Merrell, K. W. (2007). Behavioral, social, and emotional assessment of children and adolescents (3rd ed.). Mahwah, NJ: Lawrence Erlbaum.
50. Metz, C. E. (1978). Basic Principles of ROC Analysis, Seminars in Nuclear Medicine, vol. VIII.
51. Mishan, E. J. (1976). Cost-benefit analysis (2nd ed.). New York: Praeger.
52. O'Connor, R. E., & Jenkins, J. R. (1999). The prediction of reading disabilities in kindergarten and first grade. Scientific Studies of Reading, 3, 159-197.
53. Qu, Y., Tan, M., & Kutner, M. H. (1996). Random effects models in latent class analysis for evaluating the accuracy of diagnostic tests. Biometrics, 52, 797-810. (Pubitemid 26296059)
54. Reschly, D. J., & Ysseldyke, J. E. (2002). Paradigm shift: The past is not the future. In A. Thomas & J. Grimes (Eds.) Best practices in school psychology, 4th ed. (pp. 3-21). Bethesda, MD: National Association of School Psychologists.
55. Riley-Tillman, C., Kalberer, S. M., & Chafouleas, S. M. (2005). Selecting the right tool for the job: A review of behavior monitoring tools used to assess student response-to-intervention. California School Psychologist, 10, 81-92.
56. Ritchie, K. D., & Speece, D. L. (2004). Early identification of reading disabilities: Current status and new directions. Assessment for Effective Intervention, 29(4), 13-24.
57. Romer, D., & McIntosh, M. (2005). The roles and perspectives of school mental health professionals in promoting adolescent mental health. In D. L. Evans, E. B. Foa, R. E. Gur, H. Hendin, C. P. O'Brien, M. E. P. Seligman, et al. (Eds.), Treating and preventing adolescent mental health disorders: What we know and what we don't know (pp. 598-615). New York: Oxford University Press.
58. Schalock, R. L., Borthwick-Duffy, S. A., Buntinx, W. H. E., Coulter, D. L., & Craig, E. M. (2010). Intellectual disability: Definition, classification, and systems of supports (11th ed.). Washington, DC: American Association for Intellectual and Developmental Disabilities.
59. Severson, H. H., Walker, H. M., Hope-Doolittle, J., Kratchowill, T. R., & Gresham, F. M. (2007). Proactive, early screening to detect behaviorally at-risk students: Issues, approaches, emerging innovations, and professional practices. Journal of School Psychology, 45, 193-223.
60. Shavelson, R. J., & Webb, N. M. (1991). A primer on generalizability theory. Newbury Park, CA: Sage.
61. Shepard, R. J. (1997). Curricular physical activity and academic performance. Pediatric Exercise Science, 19, 113-126.
62. Sprague, J., Cook, C. R., Browning Wright, D., & Sadler, C. (2008). Response to intervention for behavior: Integrating academic and behavior supports. Palm Beach, FL: LRP.
63. Stanger, C., & Lewis, M. (1993). Agreement among parents, teachers, and children on internalizing and externalizing behavior problems. Journal of Clinical Child Psychology, 22, 107-115.
64. Strong, W. B., Malina, C. J., Blimkie, C. J., Daniels, S. R., Dishman, R. K., Gutin, B., et al. (2005). Evidence based physical activity for school-age youth. Journal of Pediatrics, 146, 732-737. (Pubitemid 40840591)
65. Suldo, S. M., & Shaffer, E. J. (2008). Looking beyond psychopathology: The dual-factor model of mental health in youth. School Psychology Review, 37, 52-68.
66. Tolan, P. H., Guerra, N. G., & Kendall, P. C. (1995). A developmentalecological perspective on antisocial behavior in children and adolescence: Toward a unified risk and intervention framework. Journal of Consulting and Clinical Psychology, 63, 579-584.
67. Torgesen, J. K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40, 7-26.
68. Uebersax, J. S., & Grove, W. M., (1990). Latent class analysis of diagnostic agreement. Statistics in Medicine, 9, 559-572. (Pubitemid 20235025)
69. Van der Heyden, A. M., & Witt, J. C. (2008). Best practices in can't do/won't do assessment. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (Vol. 2, 5th ed., pp. 131-140). Bethesda, MD: National Association of School Psychologists.
70. Volpe, R. J., Briesch, A. M., & Chafouleas, S. M. (2010). Linking screening for emotional and behavioral problems to problemsolving efforts: An adaptive model of behavioral assessment. Assessment for Effective Intervention, 35, 240-244.
71. Walker, H. M., & Severson, H. H. (1992). Systematic screening for behavior disorders (SSBD): User's guide and administration manual (2nd Ed.). Longmont, CA: Sopris West.
72. Zweig, M. H., & Campbell, G. (1993). Receiver-operating characteristic (ROC) plots: A fundamental evaluation tool in clinical medicine. Clinical Chemistry, 1993;39, 561-577. (Pubitemid 23118304)