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A Systematic Review of State-Level Social-Emotional Learning Standards: Implications for Practice and Research

School psychology review, 2018-09, Vol.47 (3), p.316-326

2018

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Enhancing Support for Student Mental Health in Schools

Teaching exceptional children, 2022-11, Vol.55 (2), p.84-87

2022

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Measurement equivalence: A non-technical primer on categorical multi-group confirmatory factor analysis in school psychology

Journal of school psychology, 2017-02, Vol.60, p.65-82

2017

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Promoting equity and justice in school mental health

Journal of school psychology, 2024-06, Vol.104, p.101318-101318, Article 101318

2024

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The effect of student race/ethnicity on the diagnostic accuracy of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS)

Psychology in the schools, 2023-10, Vol.60 (10), p.3878-3895

2023

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Conducting Behavioral and Social-Emotional Assessments in MTSS: Screen to Intervene

1, 2022

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Curriculum-based measurement of oral reading (R-CBM): A diagnostic test accuracy meta-analysis of evidence supporting use in universal screening

Journal of school psychology, 2014-08, Vol.52 (4), p.377-405

2014

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Promoting Effective Decision Making: Training Educators to Collect and Use Social-Emotional Skill Assessment Data to Inform Tier 2 Interventions

School psychology review, 2022-10, Vol.51 (5), p.574-588

2022

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Generalizability of Universal Screening Measures for Behavioral and Emotional Risk

School psychology review, 2018-03, Vol.47 (1), p.3-17

2018

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Evaluating the Applied Use of a Mental Health Screener: Structural Validity of the Social, Academic, and Emotional Behavior Risk Screener

Psychological assessment, 2016-10, Vol.28 (10), p.1265-1275

2016

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Influence of Teacher Burnout and Self-Efficacy on Teacher-Related Variance in Social-Emotional and Behavioral Screening Scores

School psychology, 2019-09, Vol.34 (5), p.503-511

2019

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Profiles of Rater Dis/Agreement within Universal Screening in Predicting Distal Outcomes

Journal of psychopathology and behavioral assessment, 2021-09, Vol.43 (3), p.632-645

2021

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Exploring the relationship between teachers' perceptions of cultural responsiveness, student risk, and classroom behavior

Psychology in the schools, 2022-10, Vol.59 (10), p.1948-1964

2022

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Psychometric defensibility of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) Teacher Rating Scale and multiple gating procedure within elementary and middle school samples

Journal of school psychology, 2016-10, Vol.58, p.21-39

2016

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The Resilience Education Program: Examining the efficacy of a Tier 2 internalizing intervention

Psychology in the schools, 2021-11, Vol.58 (11), p.2114-2129

2021

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Training Teachers to Facilitate Early Identification of Mental and Behavioral Health Risks

School psychology review, 2018-12, Vol.47 (4), p.372-384

2018

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Do Teachers’ Perceptions of High Cultural Responsiveness Predict Better Behavioral Outcomes for Students?

Behavioral disorders, 2023-02, Vol.48 (2), p.97-105

2023

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Development and validation of the Intervention Skills Profile–Skills: A brief measure of student social-emotional and academic enabling skills

Journal of school psychology, 2020-12, Vol.83, p.66-88

2020

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Establishing Interventions via a Theory-Driven Single Case Design Research Cycle

School psychology review, 2016-12, Vol.45 (4), p.477-498

2016

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The Student Risk Screening Scale: A Reliability and Validity Generalization Meta-Analysis

Journal of emotional and behavioral disorders, 2018-09, Vol.26 (3), p.143-155

2018

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Universal Screening for Social, Emotional, and Behavioral Risk in Students: DESSA-mini Risk Stability Over Time and Its Implications for Screening Procedures

School psychology review, 2018-09, Vol.47 (3), p.244-257

2018

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Surveillance of Internalizing Behaviors: A Reliability and Validity Generalization Study of Universal Screening Evidence

School mental health, 2019-06, Vol.11 (2), p.194-209

2019

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An Evaluation of the Potential Efficacy and Feasibility of the Resilience Education Program: A Tier 2 Internalizing Intervention

School mental health, 2021-06, Vol.13 (2), p.376-391

2021

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Improving Decision-Making: Procedural Recommendations for Evidence-Based Assessment: Introduction to the Special Issue

School psychology review, 2018-12, Vol.47 (4), p.329-332

2018

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Evidence of the Internal Structure and Measurement Invariance of the BASC-3 Behavioral and Emotional Screening System Teacher Form

Journal of psychoeducational assessment, 2022-12, Vol.40 (8), p.936-949

2022

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A Systematic Review of State-Level Social-Emotional Learning Standards: Implications for Practice and Research

Enhancing Support for Student Mental Health in Schools

Measurement equivalence: A non-technical primer on categorical multi-group confirmatory factor analysis in school psychology

Promoting equity and justice in school mental health

The effect of student race/ethnicity on the diagnostic accuracy of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS)

Conducting Behavioral and Social-Emotional Assessments in MTSS: Screen to Intervene

Curriculum-based measurement of oral reading (R-CBM): A diagnostic test accuracy meta-analysis of evidence supporting use in universal screening

Promoting Effective Decision Making: Training Educators to Collect and Use Social-Emotional Skill Assessment Data to Inform Tier 2 Interventions

Generalizability of Universal Screening Measures for Behavioral and Emotional Risk

Evaluating the Applied Use of a Mental Health Screener: Structural Validity of the Social, Academic, and Emotional Behavior Risk Screener

Influence of Teacher Burnout and Self-Efficacy on Teacher-Related Variance in Social-Emotional and Behavioral Screening Scores

Profiles of Rater Dis/Agreement within Universal Screening in Predicting Distal Outcomes

Exploring the relationship between teachers' perceptions of cultural responsiveness, student risk, and classroom behavior

Psychometric defensibility of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) Teacher Rating Scale and multiple gating procedure within elementary and middle school samples

The Resilience Education Program: Examining the efficacy of a Tier 2 internalizing intervention

Training Teachers to Facilitate Early Identification of Mental and Behavioral Health Risks

Do Teachers’ Perceptions of High Cultural Responsiveness Predict Better Behavioral Outcomes for Students?

Development and validation of the Intervention Skills Profile–Skills: A brief measure of student social-emotional and academic enabling skills

Establishing Interventions via a Theory-Driven Single Case Design Research Cycle

The Student Risk Screening Scale: A Reliability and Validity Generalization Meta-Analysis

Universal Screening for Social, Emotional, and Behavioral Risk in Students: DESSA-mini Risk Stability Over Time and Its Implications for Screening Procedures

Surveillance of Internalizing Behaviors: A Reliability and Validity Generalization Study of Universal Screening Evidence

An Evaluation of the Potential Efficacy and Feasibility of the Resilience Education Program: A Tier 2 Internalizing Intervention

Improving Decision-Making: Procedural Recommendations for Evidence-Based Assessment: Introduction to the Special Issue

Evidence of the Internal Structure and Measurement Invariance of the BASC-3 Behavioral and Emotional Screening System Teacher Form

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