Anxiety disorders are among the most prevalent mental disorders among school-age children and can lead to impaired academic and social functioning (Keeley & Storch, 2009). Unfortunately, anxiety disorders in this population are often undetected (Herzig-Anderson, Colognori, Fox, Stewart, & Warner, 2012). The availability of psychometrically…

Daily stress can have a bearing on children's emotional and academic development. This study aimed to assess daily stressors and to determine their prevalence among primary education students, taking into account their gender, academic year, social adaptation, and the school location. A sample of 7,354 Spanish schoolchildren aged between 6…

This study explores the pathways through which school-based mentoring relationships are associated with improvements in elementary and high school students' socio-emotional, academic, and behavioral outcomes. Participants in the study (N = 526) were part of a national evaluation of the Big Brothers Big Sisters school-based mentoring programs, all…

This article reports the development and evidence for validity and application of the Adjustment Scales for Early Transition in Schooling (ASETS). Based on primary analyses of data from the Head Start Impact Study, a nationally representative sample (N = 3077) of randomly selected children from low-income households is configured to inform…

Although treatment acceptability was originally proposed as a critical factor in determining the likelihood that a treatment will be used with integrity, more contemporary findings suggest that whether something is likely to be adopted into routine practice is dependent on the complex interplay among a number of different factors. The Usage Rating…

This study examined the relationship between trait emotional intelligence (EI) with children's socio-emotional adjustment at school and academic achievement. Children aged 8 to 10 (n = 106) and 11 to 13 years (n = 99) completed the youth version of the Emotional Quotient Inventory (EQ-i: YV). Their socio-emotional adjustment was measured with…

Early school-based mental health screeners were informed by a deficit paradigm that aimed to identify psychological distress symptoms. In comparison, following a whole-child perspective, a dual-factor approach has been proposed that assesses complete mental health using both positive dispositions and distress symptoms. Applying the dual-factor…

This study used structural equation modeling to examine the effect of Stratum III (i.e., general intelligence) and Stratum II (i.e., Comprehension-Knowledge, Fluid Reasoning, Short-Term Memory, Processing Speed, and Visual Processing) factors of the Cattell-Horn-Carroll (CHC) cognitive abilities, as operationalized by the Wechsler Intelligence…

The Student-Teacher Relationship Scale (STRS) is widely used to examine teachers' relationships with young students in terms of closeness, conflict, and dependency. This study aimed to verify the dimensional structure of the STRS with confirmatory factor analysis, test its measurement invariance across child gender and age, improve its measurement…

The purpose of this study was to demonstrate the use of Latent Growth Modeling (LGM) as a method for estimating reliability of Curriculum-Based Measurement (CBM) progress-monitoring data. The LGM approach permits the error associated with each measure to differ at each time point, thus providing an alternative method for examining of the…

This study examined the cross-sectional relations between teacher-child relationship quality (TCRQ) and math and reading achievement in a socio-economically diverse sample of Chinese American first- and second-grade children in immigrant families (N=207). Teachers completed a questionnaire measuring TCRQ dimensions including closeness, conflict,…

This study examined the extent to which postsecondary students endorse symptoms of Attention Deficit/Hyperactivity Disorder (ADHD) and whether experienced level of stress, depression, or anxiety are associated with higher reporting of ADHD symptoms. Students attending a combined health and counseling service completed the Conners Adult ADHD Rating…

Although the efficiency with which a wide range of behavioral data can be obtained makes behavior rating scales particularly attractive tools for the purposes of screening and evaluation, feasibility concerns arise in the context of formative assessment. Specifically, informant load, or the amount of time informants are asked to contribute to the…

This study used data from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002) oral reading fluency (ORF) probes to examine variation among different ORF score types (i.e., the median of three passages, the mean of all three passages, the mean of passages 2 and 3, and the score from passage 3) in predicting reading…

This study sought to understand school-level influences on aggressive behavior and related social cognitive variables. Participants were 5106 middle school students participating in a violence prevention project. Predictors were school-level norms opposing aggression and favoring nonviolence, interpersonal climate (positive student-teacher…