Two studies were conducted with samples of middle and high school teachers and students to examine cross-informant agreement on the Academic Competence Evaluation Scales. Cross-informant agreement was examined using Pearson correlations and conditional probability indices. Results of Study 1 (N = 65) and Study 2 (N = 66) indicated that teacher and…

Sound academic screening can be done efficiently and effectively in the early elementary years. There are existing screening tools available and new ones being validated that collectively can address the need for universal and systematic narrow-band and broad-based assessment of students' academic enabling behaviors and academic skills in key…

The purpose of this study was to test a model of the relations between specific academic enablers (motivation, interpersonal skills, engagement, and study skills) and mathematics achievement. Using teacher judgments of academic enablers and achievement, we examined the fit of this model for primary (Grades K-2) and intermediate (Grades 3-6)…

The purpose of this article is to present Convergent Evidence Scaling (CES) as an emergent method for combining data from multiple assessment indicators. The CES method combines single-case assessment data by converging data gathered across multiple persons, settings, or measures, thereby providing an overall criterion-referenced outcome on which…

The Brief Academic Competence Evaluation Screening System (BACESS) is a broadband universal screening instrument with three increasingly stringent phases for the identification of children at risk for academic and related behavior difficulties. The development of the BACESS involved two samples of students: K-5 students (n = 827) from the…

This study examined whether experienced and novice school psychology consultants differed in identification of consultee resistance, attribution of sources of resistance, and quantity and variety of strategies to handle resistance. The participants were characterized as novice consultants (N = 33) if they had completed fewer than 20 cases or as…

Focuses on the use and effects of testing accommodations on the scores of fourth-grade students with disabilities on challenging mathematics and science performance assessment tasks. Results indicate that slightly more than 75% of the testing accommodation packages suggested by students' individual education plan teams had a moderate to large…

Investigates the relations among consultant and consultee verbalizations and behavioral consultation treatment outcomes. The study consisted of analyses of a database generated from three behavioral consultation training grants which included 25 graduate student consultants, 26 teacher consultees, and 102 children with emotional disabilities…

Psychologists (N=40) were surveyed about reevaluations of special education students. Responses indicated that reevaluations comprised a substantial portion of evaluations, involved a considerable amount of time, and were perceived as an important check on a child's diagnosis and placement. (Author/HLM)

Children should be involved in decisions about treatment for their own misbehavior, and children can make valid judgments about treatment procedures. Reviews data-based research on children's judgments of the acceptability of classroom interventions. Examines critically three areas of methodology in treatment acceptability research: conceptual,…

Fifth-, seventh-, and ninth-grade students completed the Children's Intervention Rating Profile (CIRP) in response to eight teacher-initiated intervention methods designed to correct classroom behavior problems. A factorial analysis of variance indicated that students generally are able to differentiate between various methods of improving student…

Examines various empirically proven assessment and intervention methods that can be used to remediate children's social skills problems and illustrates the utilization of these methods in a case study. Claims that combining manipulation of antecedent/consequent events with modeling or coaching procedures constituted effective multimethod approach…

Investigated teachers' ratings of acceptability (i.e., whether psychological treatment is appropriate for a given problem), for positive and reductive behavioral interventions. Established that acceptability ratings varied with severity of target behavior, less time-consuming interventions were rated as more acceptable, and mean acceptability…

Investigated how information about effectiveness of three classroom interventions influences teachers' acceptability ratings. Teachers (N=216) read descriptions of either mild or severe behavior problems and rated effectiveness of either token economy, response cost, or time-out intervention. Effectiveness information accompanying each…

Investigated fifth graders', teachers', and school psychologists' assessment of acceptability of three types of group contingencies (dependent, independent, and interdependent) that entail a consequence of positive reinforcement for appropriate behavior. Fifth graders rated all three types of group contingencies mildly acceptable. Teachers and…