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Cognitive-behavioral intervention for test anxiety in adolescent students: do benefits extend to school-related wellbeing and clinical anxiety

Anxiety, stress, and coping, 2021, Vol.34 (1), p.22-36

2021

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Test anxiety, anxiety disorders, and school-related wellbeing: Manifestations of the same or different constructs?

Journal of school psychology, 2021-10, Vol.88, p.47-67

2021

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Does Test Anxiety Predispose Poor School-Related Wellbeing and Enhanced Risk of Emotional Disorders?

Cognitive therapy and research, 2021-12, Vol.45 (6), p.1150-1162

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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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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Psychometric defensibility of the Intervention Selection Profile‐Social Skills (ISP‐SS) with students at risk for behavioral concerns

Psychology in the schools, 2019-04, Vol.56 (4), p.526-538

2019

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Teachers use of fear appeals and timing reminders prior to high-stakes examinations: pressure from above, below, and within

Social psychology of education, 2018-11, Vol.21 (5), p.1001-1019

2018

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Structural Validity and Reliability of Social, Academic, and Emotional Behavior Risk Screener–Student Rating Scale Scores: A Replication Study

Assessment for effective intervention, 2021-09, Vol.46 (4), p.259-269

2021

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Development and Validation of a Parent Version of the Social, Academic, and Emotional Behavior Risk Screener in an Elementary Sample

Behavioral disorders, 2019-08, Vol.44 (4), p.205-214

2019

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Examining SAEBRS Technical Adequacy and the Moderating Influence of Criterion Type on Cut Score Performance

Remedial and special education, 2018-12, Vol.39 (6), p.377-388

2018

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Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress

Educational psychology (Dorchester-on-Thames), 2019-01, Vol.39 (1), p.51-64

2019

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The Development and Validation of a New Multidimensional Test Anxiety Scale (MTAS)

European journal of psychological assessment : official organ of the European Association of Psychological Assessment, 2021-01, Vol.37 (3), p.236-246

2021

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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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Correction to: Does Test Anxiety Predispose Poor School‑Related Wellbeing and Enhanced Risk of Emotional Disorders?

Cognitive therapy and research, 2021-12, Vol.45 (6), p.1163-1163

2021

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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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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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Interpretation and Use of the Multidimensional Test Anxiety Scale (MTAS)

School psychology, 2021-03, Vol.36 (2), p.86-96

2021

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The influence of test-based accountability policies on teacher stress and instructional practices: a moderated mediation model

Educational psychology (Dorchester-on-Thames), 2017-03, Vol.37 (3), p.312-331

2017

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Intervention Selection Profile-Function: An Examination of Decisional Accuracy Relative to Traditional FBA Data

School psychology, 2023-03, Vol.38 (2), p.110-118

2023

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Construct Validity of the BASC-3 Teacher Rating Scales: Independent Hierarchical Exploratory Factor Analyses With the Normative Sample

School psychology, 2021-07, Vol.36 (4), p.235-254

2021

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Evidence for the interpretation of Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) scores: An argument-based approach to screener validation

Journal of school psychology, 2018-06, Vol.68, p.129-141

2018

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Examining the context of instruction to facilitate student success

School psychology international, 2015-12, Vol.36 (6), p.552-558

2015

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Readying students to test: The influence of fear and efficacy appeals on anxiety and test performance

School psychology international, 2015-12, Vol.36 (6), p.620-637

2015

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Youth Mental Health First Aid (Y-MHFA) Trainings for Educators: A Systematic Review

School mental health, 2021-03, Vol.13 (1), p.1-12

2021

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Initial Development and Factor Structure of the Educator Test Stress Inventory

Journal of psychoeducational assessment, 2015-06, Vol.33 (3), p.223-237

2015

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Cognitive-behavioral intervention for test anxiety in adolescent students: do benefits extend to school-related wellbeing and clinical anxiety

Test anxiety, anxiety disorders, and school-related wellbeing: Manifestations of the same or different constructs?

Does Test Anxiety Predispose Poor School-Related Wellbeing and Enhanced Risk of Emotional Disorders?

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

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

Psychometric defensibility of the Intervention Selection Profile‐Social Skills (ISP‐SS) with students at risk for behavioral concerns

Teachers use of fear appeals and timing reminders prior to high-stakes examinations: pressure from above, below, and within

Structural Validity and Reliability of Social, Academic, and Emotional Behavior Risk Screener–Student Rating Scale Scores: A Replication Study

Development and Validation of a Parent Version of the Social, Academic, and Emotional Behavior Risk Screener in an Elementary Sample

Examining SAEBRS Technical Adequacy and the Moderating Influence of Criterion Type on Cut Score Performance

Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress

The Development and Validation of a New Multidimensional Test Anxiety Scale (MTAS)

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

Correction to: Does Test Anxiety Predispose Poor School‑Related Wellbeing and Enhanced Risk of Emotional Disorders?

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

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

Interpretation and Use of the Multidimensional Test Anxiety Scale (MTAS)

The influence of test-based accountability policies on teacher stress and instructional practices: a moderated mediation model

Intervention Selection Profile-Function: An Examination of Decisional Accuracy Relative to Traditional FBA Data

Construct Validity of the BASC-3 Teacher Rating Scales: Independent Hierarchical Exploratory Factor Analyses With the Normative Sample

Evidence for the interpretation of Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) scores: An argument-based approach to screener validation

Examining the context of instruction to facilitate student success

Readying students to test: The influence of fear and efficacy appeals on anxiety and test performance

Youth Mental Health First Aid (Y-MHFA) Trainings for Educators: A Systematic Review

Initial Development and Factor Structure of the Educator Test Stress Inventory

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