Peer victimization is critical to study in early and middle childhood as it is associated with adjustment and behavioral problems in adolescence. Because much victimization occurs outside of the purview of adults, self-report measures are important assessments of this construct; however, there is limited evidence for the psychometric properties of…

Multi-tiered behavioral classroom interventions are particularly important for students with or at risk for ADHD or other externalizing behaviors. Teachers often use these interventions infrequently or not as designed, and little is known about the barriers and facilitators to their use, especially from the teachers' perspective. Using an…

The goals of the study were to (a) examine teacher-reported acceptability of a daily report card (DRC) intervention for a student in their classroom prior to and during implementation; (b) examine factors that predict acceptability; and (c) explore the relations between teacher-reported acceptability, student and teacher characteristics prior to…

There has been an increase in school mental health research aimed at producing generalizable knowledge to address longstanding science-to-practice gaps to increase children's access to evidence-based mental health services. Successful dissemination and implementation are both important pieces to address science-to-practice gaps, but there is…

There is limited use of empirically supported mental health interventions in schools. Leveraging technology may reduce some barriers, however, use may still be limited. To further understand variable intervention use, this study investigated the challenges experienced by teachers invited to implement a daily report card (DRC) intervention aided by…

Establishing a positive peer climate in the elementary school classroom is an important goal for educators. This pilot study examined if children's liking and disliking of their classroom peers are predicted by teachers' use of practices designed to address child disruptive behaviors that are off-putting to peers, and practices designed to enhance…

One study has examined the month-to-month effectiveness of the daily report card (DRC) intervention for students with disruptive behavior, yet these findings have not been replicated. With a sample of 37 student-teacher dyads (Kindergarten-5th grade), we sought to replicate previous findings with an independent sample and advance the literature by…

The Academic Competence Evaluation Scales (ACES; DiPerna and Elliott in School Psychol Rev 31(3):293, 2002) is a 73-item teacher rating scale that assesses academic skills and enablers. The ACES Short Form (ASF) is a newly extracted 32-item short form of the ACES that has promising psychometric properties (Anthony and DiPerna in School Psychol Q…

The use of technology for delivering professional development (PD) shows promise for reducing common barriers (e.g., feasibility, access) to dissemination of teacher-implemented classroom interventions. However, prior programs have been unable to produce satisfactory uptake and outcomes when used in isolation. Thus, the aim of this study was to…

Historically, teachers' uptake and implementation of empirically supported classroom interventions have involved substantial face-to-face consultation. However, most schools do not have the resources to provide this intensive level of support and many teachers may not need it. Thus, evaluation of alternative supports is warranted. In this pilot…

The goal of this pilot study was to evaluate the effectiveness of a multi-component consultation package in improving teachers' classroom management skills, particularly among teachers with lower baseline levels of knowledge, skills, and intervention-supportive beliefs. Participants were 58 elementary school teachers (93% female; 50% non-Hispanic…

We examined (a) the utility of teacher ratings on the Strengths and Difficulties Questionnaire (SDQ; Goodman in J Am Acad Child Adolesc Psychiatry 40:1337-1345, 2001. doi:10.1097/00004583-200111000-00015) and BASC-2 Behavioral and Emotional Screening System (BESS; Kamphaus and Reynolds in Behavior assessment system for children-second edition:…